CK 12 Middle School Math Concepts Grade 6 B v51 z63 s1

CK-12 Middle School Math
Concepts - Grade 6
Jen Kershaw
Say Thanks to the Authors

Click http://www.ck12.org/saythanks
(No sign in required)
www.ck12.org
To access a customizable version of this book, as well as other

interactive content, visit www.ck12.org
AUTHOR
Jen Kershaw
CK-12 Foundation is a non-profit organization with a mission to

reduce the cost of textbook materials for the K-12 market both in
the U.S. and worldwide. Using an open-source, collaborative, and
web-based compilation model, CK-12 pioneers and promotes the
creation and distribution of high-quality, adaptive online textbooks
that can be mixed, modified and printed (i.e., the FlexBook
textbooks).
Copyright 2015 CK-12 Foundation, www.ck12.org
The names CK-12 and CK12 and associated logos and the
terms FlexBook and FlexBook Platform (collectively
CK-12 Marks) are trademarks and service marks of CK-12
Foundation and are protected by federal, state, and international
laws.
Any form of reproduction of this book in any format or medium,
in whole or in sections must include the referral attribution link
http://www.ck12.org/saythanks (placed in a visible location) in
addition to the following terms.
Except as otherwise noted, all CK-12 Content (including CK-12
Curriculum Material) is made available to Users in accordance
with the Creative Commons Attribution-Non-Commercial 3.0
Unported (CC BY-NC 3.0) License (http://creativecommons.org/
licenses/by-nc/3.0/), as amended and updated by Creative Commons from time to time (the CC License), which is incorporated
herein by this reference.
Complete terms can be found at http://www.ck12.org/about/
terms-of-use.
Printed: April 6, 2015
iii
Contents
www.ck12.org
Contents
1
iv
Number Sense and Variable Expressions

1.1
Whole Number Addition . . . . . . . . . . . . . . . . . .
1.2
Whole Number Subtraction . . . . . . . . . . . . . . . . .
1.3
Whole Number Multiplication . . . . . . . . . . . . . . .
1.4
Whole Number Division . . . . . . . . . . . . . . . . . .
1.5
Estimation of Whole Number Addition and Subtraction . .
1.6
Estimation of Whole Number Multiplication and Division .
1.7
Whole Number Exponents . . . . . . . . . . . . . . . . .
1.8
Values Written as Powers . . . . . . . . . . . . . . . . . .
1.9
Evaluation and Comparison of Powers . . . . . . . . . . .
1.10
Numerical Expression Evaluation with Basic Operations .
1.11
Numerical Expression Evaluation with Grouping Symbols .
1.12
Numerical Expression Evaluation . . . . . . . . . . . . . .
1.13
Single Variable Expressions . . . . . . . . . . . . . . . . .
1.14
Expressions with One or More Variables . . . . . . . . . .
1.15
Words that Describe Patterns . . . . . . . . . . . . . . . .
1.16
Problem-Solving Models . . . . . . . . . . . . . . . . . .
1.17
Guess and Check, Work Backward . . . . . . . . . . . . .
1.18
Problem Solving Plan, Mental Math . . . . . . . . . . . .
Statistics and Measurement
2.1
Customary Units of Length . . . . . . . . . . . . . .
2.2
Metric System . . . . . . . . . . . . . . . . . . . . .
2.3
Appropriate Measurement Tools . . . . . . . . . . .
2.4
Perimeter of Squares and Rectangles . . . . . . . . .
2.5
Area of Squares and Rectangles . . . . . . . . . . . .
2.6
Unknown Dimensions Using Formulas . . . . . . . .
2.7
Distances or Dimensions Given Scale Measurements
2.8
Scale Distances or Dimensions . . . . . . . . . . . .
2.9
Frequency Tables to Organize and Display Data . . .
2.10
Line Plots from Frequency Tables . . . . . . . . . . .
2.11
Bar Graphs . . . . . . . . . . . . . . . . . . . . . . .
2.12
Double Bar Graphs . . . . . . . . . . . . . . . . . .
2.13
Multiple Bar Graphs . . . . . . . . . . . . . . . . . .
2.14
Points in the Coordinate Plane . . . . . . . . . . . .
2.15
Line Graphs to Display Data Over Time . . . . . . .
2.16
Pie Charts . . . . . . . . . . . . . . . . . . . . . . .
2.17
Circle Graphs to Make Bar Graphs . . . . . . . . . .
2.18
Mean . . . . . . . . . . . . . . . . . . . . . . . . . .
2.19
Median . . . . . . . . . . . . . . . . . . . . . . . . .
2.20
Mode . . . . . . . . . . . . . . . . . . . . . . . . . .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
1
2
7
12
18
24
29
34
38
41
45
50
55
61
66
72
76
81
85
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
90
91
96
100
104
110
116
120
124
129
134
139
145
152
158
165
169
177
183
187
190
www.ck12.org
2.21
3
Contents
Range of Spread/Dispersion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Addition and Subtraction of Decimals

3.1
Numbers with Decimal Place Value . . . . . . . . . .
3.2
Numbers in Expanded Form . . . . . . . . . . . . . .
3.3
Decimals in Words . . . . . . . . . . . . . . . . . .
3.4
Combinations of Decimal Money Amounts . . . . . .
3.5
Equivalent Metric Units of Length . . . . . . . . . .
3.6
Metric Unit Length Conversions . . . . . . . . . . .
3.7
Appropriate Tools for Metric Measurement . . . . . .
3.8
Appropriate Decimal Units for Metric Measurement .
3.9
Metric Length Comparison . . . . . . . . . . . . . .
3.10
Decimal Comparison . . . . . . . . . . . . . . . . .
3.11
Decimal Rounding on a Number Line . . . . . . . .
3.12
Decimal Rounding Given Place Value . . . . . . . .
3.13
Small Decimal Rounding to a Leading Digit . . . . .
3.14
Large Decimal Rounding to Decimal Representations
3.15
Decimal Rounding to Estimate Sums and Differences
3.16
Front-End Estimation . . . . . . . . . . . . . . . . .
3.17
Decimal Addition . . . . . . . . . . . . . . . . . . .
3.18
Decimal Subtraction . . . . . . . . . . . . . . . . . .
3.19
Mental Math to Add and Subtract Decimals . . . . .
3.20
Properties in Decimal Operations . . . . . . . . . . .
3.21
Stem-and-Leaf Plots . . . . . . . . . . . . . . . . . .
3.22
Stem and Leaf Plots, Range of a Data Set . . . . . . .
3.23
Stem and Leaf Plots, Mean, Median, and Mode . . .
3.24
Problem Solving Plan, Estimation with Decimals . .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
197
198
209
213
217
222
226
229
233
237
241
247
252
256
260
263
267
271
275
279
283
286
291
295
300
Multiplication and Division of Decimals

4.1
Multiplication of Decimals and Whole Numbers . . . . . .
4.2
Estimation to Check Decimal Multiplication . . . . . . . .
4.3
Properties of Multiplication in Decimal Operations . . . .
4.4
Expressions for the Product of a Number and a Sum . . . .
4.5
Distributive Property . . . . . . . . . . . . . . . . . . . .
4.6
Mental Math to Evaluate Products . . . . . . . . . . . . .
4.7
Distributive Property to Evaluate Formulas with Decimals .
4.8
Area Models for Decimal Multiplication . . . . . . . . . .
4.9
Decimal Multiplication . . . . . . . . . . . . . . . . . . .
4.10
Division of Decimals by Whole Numbers . . . . . . . . .
4.11
Decimal Quotients Using Zero Placeholders . . . . . . . .
4.12
Decimal Rounding and Division . . . . . . . . . . . . . .
4.13
Mental Math to Multiply by Whole Number Powers of Ten
4.14
Mental Math to Multiply by Decimal Powers of Ten . . . .
4.15
Mental Math to Divide by Whole Number Powers of Ten .
4.16
Mental Math to Divide by Decimal Powers of Ten . . . . .
4.17
Scientific Notation Values . . . . . . . . . . . . . . . . . .
4.18
Division of Decimals by Decimals . . . . . . . . . . . . .
4.19
Division of Decimals by Decimals using Zero Placeholders
4.20
Equivalent Metric Units of Mass . . . . . . . . . . . . . .
4.21
Equivalent Metric Units of Capacity . . . . . . . . . . . .
4.22
Appropriate Metric Units of Mass or Capacity . . . . . . .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
305
306
310
313
317
321
325
328
332
338
344
348
352
356
359
362
365
368
372
377
382
386
389
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
Contents
4.23
5
vi
www.ck12.org
Conversions of Length, Mass, Capacity in Metric Units . . . . . . . . . . . . . . . . . . . . . . 392
Number Patterns and Fractions

5.1
Factor Pairs . . . . . . . . . . . . . . . . . . . . . . . . .
5.2
Divisibility Rules to Find Factors . . . . . . . . . . . . . .
5.3
Prime and Composite Numbers . . . . . . . . . . . . . . .
5.4
Prime Factorization . . . . . . . . . . . . . . . . . . . . .
5.5
Greatest Common Factor Using Lists . . . . . . . . . . . .
5.6
Greatest Common Factor Using Factor Trees . . . . . . . .
5.7
Equivalent Fractions . . . . . . . . . . . . . . . . . . . . .
5.8
Fractions in Simplest Form . . . . . . . . . . . . . . . . .
5.9
Common Multiples . . . . . . . . . . . . . . . . . . . . .
5.10
Least Common Multiple . . . . . . . . . . . . . . . . . . .
5.11
Fraction Comparison with Lowest Common Denominators
5.12
Fraction Ordering with Lowest Common Denominators . .
5.13
Length Measurements to a Fraction of an Inch . . . . . . .
5.14
Mixed Numbers as Improper Fractions . . . . . . . . . . .
5.15
Improper Fractions as Mixed Numbers . . . . . . . . . . .
5.16
Fraction and Mixed Number Comparison . . . . . . . . . .
5.17
Decimals as Fractions . . . . . . . . . . . . . . . . . . . .
5.18
Decimals as Mixed Numbers . . . . . . . . . . . . . . . .
5.19
Fractions as Decimals . . . . . . . . . . . . . . . . . . . .
5.20
Mixed Numbers as Decimals . . . . . . . . . . . . . . . .
5.21
Repeating Decimals . . . . . . . . . . . . . . . . . . . . .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
397
398
402
406
410
415
419
424
430
433
437
440
445
449
452
456
461
464
468
472
476
479
Addition and Subtraction of Fractions

6.1
Fraction Rounding to the Nearest Half . . . . . . . .
6.2
Mixed Number Rounding to the Nearest Whole . . .
6.3
Mixed Number and Fraction Estimation . . . . . . .
6.4
Sums of Fractions with Like Denominators . . . . . .
6.5
Differences of Fractions with Like Denominators . .
6.6
Expression Evaluation with Fractions . . . . . . . . .
6.7
Sums of Fractions with Different Denominators . . .
6.8
Differences of Fractions with Different Denominators
6.9
Expression Evaluation with Different Denominators .
6.10
Sums of Mixed Numbers . . . . . . . . . . . . . . .
6.11
Differences of Mixed Numbers without Renaming . .
6.12
Expression Evaluation with Mixed Numbers . . . . .
6.13
Sums of Mixed Numbers with Renaming . . . . . . .
6.14
Addition and Subtraction with Time . . . . . . . . .
6.15
Elapsed Time . . . . . . . . . . . . . . . . . . . . .
6.16
Quartiles . . . . . . . . . . . . . . . . . . . . . . . .
6.17
Box-and-Whisker Plots . . . . . . . . . . . . . . . .
6.18
Problem Solving Plan, Diagrams . . . . . . . . . . .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
483
484
487
491
495
500
503
506
511
514
518
524
527
532
538
543
547
552
558
Multiplication and Division of Fractions

7.1
Multiplication of Fractions by Whole Numbers . . . .
7.2
Multiplication of Whole Numbers by Fractions . . . .
7.3
Product Estimation with Whole Numbers and Fractions
7.4
Products of Two Fractions . . . . . . . . . . . . . . . .
7.5
Products of Three Fractions . . . . . . . . . . . . . . .
7.6
Expression Evaluation with Products of Fractions . . .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
563
564
568
571
574
579
583
www.ck12.org
7.7
7.8
7.9
7.10
7.11
7.12
7.13
7.14
7.15
7.16
7.17
7.18
7.19
7.20
8
Contents
Products of Mixed Numbers . . . . . . . . . . . . . . . .

Expression Evaluation with Products of Mixed Numbers
Identification and Writing of Reciprocal Fractions . . . .
Division of Fractions by Whole Numbers . . . . . . . . .
Division of Whole Numbers by Fractions . . . . . . . . .
Quotients of Fractions . . . . . . . . . . . . . . . . . . .
Division of Mixed Numbers by Fractions . . . . . . . . .
Quotients of Mixed Numbers . . . . . . . . . . . . . . .
Identification of Equivalent Customary Units of Weight .
Identification of Equivalent Customary Units of Capacity
Selection of Appropriate Weight or Capacity Units . . . .
Conversion of Customary Units by Multiplying . . . . .
Conversion of Customary Units by Dividing . . . . . . .
Problem Solving Plan, Choose an Operation . . . . . . .
Ratios, Proportions, and Percents

8.1
Equivalent Ratios . . . . . . . . . . . . . . . . .
8.2
Ratios in Simplest Form . . . . . . . . . . . . . .
8.3
Comparison of Ratios in Decimal Form . . . . . .
8.4
Identification and Writing of Equivalent Rates . .
8.5
Comparison of Unit Rates . . . . . . . . . . . . .
8.6
Proportions Using Cross Products . . . . . . . . .
8.7
Mental Math to Solve Proportions . . . . . . . .
8.8
Proportions to Find Dimensions . . . . . . . . . .
8.9
Proportions to Find Scale Ratios . . . . . . . . .
8.10
Conversion of Decimals, Fractions, and Percent .
8.11
Percents as Decimals . . . . . . . . . . . . . . .
8.12
Percents as Fractions . . . . . . . . . . . . . . .
8.13
Interpretation of Circle Graphs . . . . . . . . . .
8.14
Fractions as Percents . . . . . . . . . . . . . . .
8.15
Decimals as Percents . . . . . . . . . . . . . . .
8.16
Comparison of Fractions, Decimals, and Percents
8.17
Percent of a Number . . . . . . . . . . . . . . . .
8.18
Prices Involving Discounts . . . . . . . . . . . .
8.19
Prices Involving Sales Tax . . . . . . . . . . . .
8.20
Tip Estimation . . . . . . . . . . . . . . . . . . .
8.21
Simple Interest . . . . . . . . . . . . . . . . . . .
8.22
Problem Solving Plan, Proportions . . . . . . . .
Geometric Figures
9.1
Basic Geometric Definitions . . . . . . . . . .
9.2
Intersecting and Parallel Lines . . . . . . . . .
9.3
Identification of Angles by Vertex and Ray . . .
9.4
Angle Measurement . . . . . . . . . . . . . . .
9.5
Angle Classification . . . . . . . . . . . . . . .
9.6
Supplementary and Complementary Angle Pairs
9.7
Triangle Classification by Angles . . . . . . . .
9.8
Triangle Classification by Side Lengths . . . . .
9.9
Angle Measures in Given Triangles . . . . . . .
9.10
Quadrilateral Classification . . . . . . . . . . .
9.11
Angle Measures in Given Quadrilaterals . . . .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
588
594
599
602
606
610
614
618
622
627
631
635
639
643
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
647
648
653
656
660
665
670
674
678
684
687
692
695
698
702
707
712
716
721
725
728
731
735
.
.
.
.
.
.
.
.
.
.
.
741
742
747
753
757
761
768
773
780
784
791
799
vii
Contents
9.12
9.13
9.14
9.15
9.16
9.17
9.18
9.19
9.20
9.21
9.22
www.ck12.org
Polygon Classification . . . . . . . . . . . . . . . . . .
Regular and Irregular Polygons . . . . . . . . . . . . .
Relation of Polygon Sides to Angles and Diagonals . .
Triangle Identification as Similar, Congruent, or Neither
Corresponding Parts of Congruent Figures . . . . . . .
Corresponding Parts of Similar Figures . . . . . . . . .
Unknown Measures of Similar Figures . . . . . . . . .
Indirect Measurement . . . . . . . . . . . . . . . . . .
Lines of Symmetry . . . . . . . . . . . . . . . . . . .
Number Patterns . . . . . . . . . . . . . . . . . . . . .
Venn Diagrams . . . . . . . . . . . . . . . . . . . . .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
805
813
818
824
829
834
839
844
851
859
864
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
870
871
878
882
891
895
900
905
909
915
920
927
933
942
949
960
966
972
979
988
11 Integers
11.1
Integers that Represent Different Situations . . . . . . . .
11.2
Opposites of Given Integers . . . . . . . . . . . . . . . .
11.3
Integer Comparison on a Number Line . . . . . . . . . .
11.4
Positive and Negative Fraction and Decimal Comparison
11.5
Sums of Integers on a Number Line . . . . . . . . . . . .
11.6
Absolute Value of Integers . . . . . . . . . . . . . . . .
11.7
Sums of Integers with the Same Sign . . . . . . . . . . .
11.8
Sums of Integers with Different Signs . . . . . . . . . .
11.9
Differences of Integers Using a Number Line . . . . . .
11.10 Differences of Integers with the Same Sign . . . . . . . .
11.11 Differences of Integers with Different Signs . . . . . . .
11.12 Integer Multiplication . . . . . . . . . . . . . . . . . . .
11.13 Integer Division . . . . . . . . . . . . . . . . . . . . . .
11.14 Ordered Pairs in Four Quadrants . . . . . . . . . . . . .
11.15 Polygon Classification in the Coordinate Plane . . . . . .
11.16 Coordinate Locations on a Map . . . . . . . . . . . . . .
11.17 Integer Translations, Paths Between Points . . . . . . . .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
993
994
1000
1003
1008
1012
1018
1022
1025
1029
1033
1038
1044
1052
1060
1066
1070
1075
10 Geometry and Measurement

10.1
Area of a Parallelogram . . . . . . . . . . . . . . . .
10.2
Unknown Dimensions of Parallelograms . . . . . . .
10.3
Triangle Area . . . . . . . . . . . . . . . . . . . . .
10.4
Unknown Dimensions of Triangles . . . . . . . . . .
10.5
Pi . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10.6
Circle Circumference . . . . . . . . . . . . . . . . .
10.7
Diameter or Radius of a Circle Given Circumference
10.8
Area of a Circle . . . . . . . . . . . . . . . . . . . .
10.9
Radius or Diameter of a Circle Given Area . . . . . .
10.10 Areas of Combined Figures Involving Circles . . . .
10.11 Circle Graphs to Display Data . . . . . . . . . . . .
10.12 Classification of Solid Figures . . . . . . . . . . . .
10.13 Faces, Edges, and Vertices of Solids . . . . . . . . .
10.14 Surface Area of Prisms . . . . . . . . . . . . . . . .
10.15 Volume of Prisms Using Unit Cubes . . . . . . . . .
10.16 Volume of Prisms . . . . . . . . . . . . . . . . . . .
10.17 Surface Area of Cylinders . . . . . . . . . . . . . . .
10.18 Volume of Cylinders . . . . . . . . . . . . . . . . . .
10.19 Problem Solving Plan, Solve a Simpler Problem . . .
viii
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
www.ck12.org
11.18
11.19
Contents
Rigid Transformations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1081

Data Display Choices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1091
12 Equations and Functions

12.1
Addition and Subtraction Phrases as Expressions . . .
12.2
Multiplication and Division Phrases as Expressions .
12.3
Sentences as Single Variable Equations . . . . . . . .
12.4
Sums and Differences of Single Variable Expressions
12.5
Single Variable Addition Equations . . . . . . . . . .
12.6
Single Variable Subtraction Equations . . . . . . . .
12.7
Products and Quotients of Variable Expressions . . .
12.8
Single Variable Multiplication Equations . . . . . . .
12.9
Single Variable Division Equations . . . . . . . . . .
12.10 Input-Output Tables . . . . . . . . . . . . . . . . . .
12.11 Function Rules for Input-Output Tables . . . . . . . .
12.12 Graphs of Linear Functions . . . . . . . . . . . . . .
12.13 Linear and Non-Linear Function Distinction . . . . .
12.14 Definition of Probability . . . . . . . . . . . . . . . .
12.15 Measurement of Probability . . . . . . . . . . . . . .
12.16 Complement Rule for Probability . . . . . . . . . . .
12.17 Tree Diagrams . . . . . . . . . . . . . . . . . . . . .
12.18 Combinations . . . . . . . . . . . . . . . . . . . . .
12.19 Permutations . . . . . . . . . . . . . . . . . . . . . .
12.20 Probability of Independent Events . . . . . . . . . .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
1097
1098
1103
1108
1113
1118
1124
1127
1131
1135
1141
1149
1155
1164
1172
1176
1182
1185
1190
1194
1198
ix
www.ck12.org
Chapter 1. Number Sense and Variable Expressions
C HAPTER
Number Sense and Variable

Expressions
Chapter Outline
1.1
W HOLE N UMBER A DDITION
1.2
W HOLE N UMBER S UBTRACTION
1.3
W HOLE N UMBER M ULTIPLICATION
1.4
W HOLE N UMBER D IVISION
1.5
E STIMATION OF W HOLE N UMBER A DDITION AND S UBTRACTION
1.6
E STIMATION OF W HOLE N UMBER M ULTIPLICATION AND D IVISION
1.7
W HOLE N UMBER E XPONENTS
1.8
VALUES W RITTEN AS P OWERS
1.9
E VALUATION AND C OMPARISON OF P OWERS
1.10
N UMERICAL E XPRESSION E VALUATION WITH BASIC O PERATIONS
1.11
N UMERICAL E XPRESSION E VALUATION WITH G ROUPING S YMBOLS
1.12
N UMERICAL E XPRESSION E VALUATION
1.13
S INGLE VARIABLE E XPRESSIONS
1.14
E XPRESSIONS WITH O NE OR M ORE VARIABLES
1.15
W ORDS THAT D ESCRIBE PATTERNS
1.16
P ROBLEM -S OLVING M ODELS
1.17
G UESS AND C HECK , W ORK BACKWARD
1.18
P ROBLEM S OLVING P LAN , M ENTAL M ATH
Introduction
In Math 6, the learning content is divided into Concepts. Each Concept is complete and whole providing focused
learning on an indicated objective. Theme-based Concepts provide students with experiences that integrate the
content of each Concept. Students are given opportunities to practice the skills of each Concept through real-world
situations, examples, guided practice and independent practice sections. In this first chapter, Number Sense and
Variable Expressions, students will engage in the following Concepts: whole number operations, estimation, powers,
bases and exponents, numerical expressions, the order of operations and problem solving plans and strategies.
1.1. Whole Number Addition
www.ck12.org
1.1 Whole Number Addition

Here youll learn how to add whole numbers.
Have you ever been to the zoo? Have you ever had to add whole numbers to solve a problem? Adding whole
numbers is a skill that can help you to solve many real - world problems. Jonah is a student volunteer at the city zoo.
He is working with the seals. Jonah loves his job, especially because he gets to help feed the seals who live at the
zoo. There are 25 female and 18 male seals. In order to figure out how much to feed them, he will need to know the
total number of seals. Use what you will learn in this Concept to help Jonah figure out the total number of seals.
Guidance
Adding whole numbers is probably very familiar to you; you have been adding whole numbers almost as long as
you have been in school. Here is a problem that will look familiar.
4+5 =
In this problem, we are adding four and five. We have four whole things plus five whole things and we get an answer
of nine. The numbers that we are adding are called addends. The answer to an addition problem is the sum. This
first problem was written horizontally or across.
In the past, you may have seen them written vertically or up and down. Now that you are in the sixth grade, you will
need to write your problems vertically on your own.
How do we do this?
We can add whole numbers by writing them vertically according to place value. Do you remember place value?
Place value is when you write each number according to the value that it has.
TABLE 1.1:
Millions
1
Hundred
Thousands
4
Ten
Thousands
5
Thousands
Hundreds
Tens
Ones
www.ck12.org
This number is 1,453,221. If we used words, we would say it is one million, four hundred and fifty-three thousand,
two hundred and twenty-one.
What does this have to do with adding whole numbers?
Well, when you add whole numbers, it can be less confusing to write them vertically according to place value. Think
about the example we had earlier.
4+5 = 9
If we wrote that vertically, we would line up the numbers. They both belong in the ones column.
4
+5
9
What happens when we have more digits?
456 + 27 =
When you have more digits, you can write the problem vertically by lining up each digit according to place value.
456
+ 27
Now we can add the columns.
Now lets practice.
Example A
3, 456 + 87 =
Solution: 3,543
Example B
56, 321 + 7, 600 =

Solution: 63,921
3
www.ck12.org
Example C
203, 890 + 12, 201 =

Solution: 216,091
Now lets go back to Jonah and the seals. Jonah knows how many male seals and how many female seals are in the
seal area at the zoo. He wants to figure out how many seals there are altogether. To accomplish this task, Jonah will
simply need to add the two quantities together.
Here is what he knows:
25 females 18 males
Now we add those values together.
25 + 18 = 43
There are 43 seals at the zoo.
>
Guided Practice
Now here is one for you to try on your own. Add the following pair of whole numbers. Then you can find the answer
below.
675 + 587 =
Answer
To solve this problem, we line up the columns vertically according to place value.
When you have more digits, you can write the problem vertically by lining up each digit according to place value.
675
+587
Now we can add the columns.
Our answer is 1,262.
Interactive Practice
Addition
MEDIA
Click image to the left or use the URL below.
URL: http://www.ck12.org/flx/render/embeddedobject/54822
www.ck12.org
MEDIA
Video Review
These videos will help you with adding whole numbers.
MEDIA
Khan Academy Basic Addition
MEDIA
James Sousa Adding Whole Numbers

Explore More
Directions: Use what you have learned to solve each problem.

1. 56 + 123 =
2. 341 + 12 =
3. 673 + 127 =
4. 549 + 27 =
5. 87 + 95 =
6. 124 + 967 =
7. 1256 + 987 =
8. 2345 + 1278 =
9. 3100 + 5472 =
10. 3027 + 5471 =
11. 13027 + 7471 =
12. 23147 + 5001 =
5

13. 23128 + 7771 =
14. 43237 + 5071 =
15. 22027 + 6001 =
16. 45627 + 2471 =
17. 83027 + 51471 =
18. 94127 + 5471 =
19. 83777 + 3321 =
20. 95527 + 12471 =
www.ck12.org
www.ck12.org
1.2 Whole Number Subtraction

Here youll learn how to subtract whole numbers.
Have you ever seen seals at the zoo? They are fascinating animals.
Jonah loves working with the seals. In fact, he learns more and more about them every day. One day when he arrived
at work, Jonah discovered that there had been a new baby seal pup born the night before. The workers at the zoo
had weighed the new pup and his mother just that morning. The mother seal had weighed 157 pounds when she had
been weighed alone. The combined weight of both the Mother and pup was 171 pounds.
What did the new pup weigh?
To figure this out, you will need to understand how to subtract whole numbers. Pay close attention and you
will learn all that you need to know in this Concept.
Guidance
Just like you have been adding whole numbers for a long time, you have been subtracting them for a long time too.
Lets think about what it means to subtract.
Subtraction is the opposite of addition. Hmmm.... What does that mean exactly? It means that if you can add
two numbers and get a total, then you can subtract one of those numbers from that total and end up with the other
starting number.
In other words, Subtraction is the opposite of addition. When you add two numbers you get a total, when you
subtract two numbers, you get the difference.
15 9 =
This is a pretty simple example. If you have fifteen of something and take away nine, what is the result? Think about
how we can do this problem. First, we need to rewrite the problem vertically, just like we did when we were adding
numbers. Remember to line up the digits according to place value.
7
1.2. Whole Number Subtraction
www.ck12.org
15
9
6
This could probably be completed using mental math.
What about if you had more digits?
12, 456 237 =

Our first step is to line up these digits according to place value. Lets look at what this will look like in our place
value chart.
TABLE 1.2:
Ten Thousands
1
Thousands
2
Hundreds
4
2
Tens
5
3
Ones
6
7
Wow! This problem is now written vertically. We can go ahead and subtract.
12, 456
237
To successfully subtract these two values, we are going to need to regroup.
What does it mean to regroup?
When we regroup we borrow to make our subtraction easier. Look at the ones column of the example. We cant take
7 from 6, so we borrow from the next number. The next number is in the tens column, so we can borrow a 10 to
subtract. If we borrow 10, that makes the 5 into a 4. We can make the 6 into 16 because 10 + 6 = 16. Theres the 10
we borrowed.
Lets put that into action.
Be careful-be sure you subtract according to place value. Dont let the regrouping mix you up.
Our answer is 12,219.
Now try a few of these on your own. Subtract the following whole numbers.
Example A
674 59 =
Solution: 615
8
www.ck12.org
Example B
15, 987 492 =

Solution: 15,495
Example C
22, 456 18, 297 =

Solution: 4,159
Remember the Mother and the new baby seal pup? Well now that you have learned how to subtract whole numbers,
you are ready to go back and look at that problem.
Here is the original problem once again.
Have you ever seen seals at the zoo? They are fascinating animals. Jonah loves working with the seals. In fact, he
learns more and more about them every day. One day when he arrived at work, Jonah discovered that there had been
a new baby seal pup born the night before. The workers at the zoo had weighed the new pup and his mother just
that morning. The mother seal had weighed 157 pounds when she had been weighed alone. The combined weight
of both the Mother and pup was 171 pounds.
What did the new pup weigh?
To figure this out, we will need to write a subtraction problem. We know that the mother seal weighed 157 pounds
and the combined weight of the mother and new pup was 171 pounds.
If we subtract 157 from 171, we will have the weight of the new pup.
171 157 =
The answer is 14. The seal pup weighed fourteen pounds.
Guided Practice
Subtract the following values.

567 391 =
Answer
To subtract these values, we first have to line up the values according to place value. Then we subtract. Dont forget
to regroup.
9
1.2. Whole Number Subtraction
www.ck12.org
567 - 391 = 176
Video Review
These videos will help you with subtracting whole numbers.
MEDIA
Khan Academy Basic Subtraction
MEDIA
James Sousa Example of Subtracting Whole Numbers

Explore More
Subtract the following values.

1. 56 21 =
2. 50 23 =
3. 267 19 =
4. 345 127 =
5. 560 233 =
6. 1600 289 =
7. 5400 2334 =
8. 8990 7865 =
9. 12340 3456 =
10. 23410 19807 =
11. 35611 9037 =
12. 22410 11807 =
13. 54600 21807 =
14. 88419 32817 =
10
www.ck12.org
15. 93415 10007 =

16. 67419 39807 =
17. 123410 119807 =
18. 334410 219807 =
11
1.3. Whole Number Multiplication
www.ck12.org
1.3 Whole Number Multiplication

Here youll learn how to multiply whole numbers.
Have you ever wondered how much fish a seal can eat?
Jonah loves his job, especially because he gets to help feed the seals who live at the zoo. There are 25 female and
18 male seals for a total of 43 seals. One day, Ms. Guttierez, Jonahs supervisor at the zoo, asked him to help her
place the order for the weeks seafood. Jonah began to do some calculations. Each seal eats an average of 11 lbs. of
seafood each day. The seafood comes in 25 lb. buckets. Jonah is puzzled. He doesnt know how much food to order
for one week. He doesnt know how many buckets will be delivered. Jonah needs help.
In this Concept, you will learn how to help Jonah figure out his fish problem. How many pounds of seafood
will they need to feed all of the seals for one week?
Guidance
Now that we have learned about addition and subtraction, it is time for multiplying whole numbers.
Addition and multiplication are related. Hmmm... What does that mean exactly?
56 =
You can use your times tables to complete this problem using mental math, but lets look at what we MEAN when
we multiply 5 by 6. 5 6 means that we are going to need five groups of six.
TABLE 1.3:
******
@@@@@@
######
We could think of this another way too. We could add 5 six times.
12
$$$$$$
www.ck12.org
5+5+5+5+5+5 =
Wow, that is a lot of work. It is easier to use our times tables.
5 6 = 30
When multiplying larger numbers, it will help you to think of multiplication as just a short cut for addition.
What about vocabulary for multiplication?
5 and 6 are factors in this problem.
What is a factor ?
A factor is the name of each of the two values being multiplied.
30 is the product of the factors 5 and 6.
What does the word product mean?
The product is the answer to a multiplication problem.
Now lets take what we have learned and look at how to apply it to a few more challenging problems.
567 3 =
If you think about this like addition, we have 567 added three times. That is a lot of work, so lets use our
multiplication short cut.
First, lets line up our numbers according to place value.
To complete this problem, we take the digit 3 and multiply it by each digit of the top number. The three is called the
multiplier in this problem because it is the number being multiplied. Since 7 is the first number in the upper row, we
start by multiplying it by our multiplier, 3:
7 3 = 21
We can put the 1 in the ones place and carry the 2 (which is really two tens) to the next column over, where it can be
added to the other tens after the next multiplication step.
52 67
3
1
Next, we multiply the 3 by 6 and add the two we carried. Leave the 0 in the tens place and carry the two.
13
www.ck12.org
2 2
5 67
3
01
Next, we multiply the 3 by 5 and add the two we carried.
2 2
5 67
3
1, 701
Our product is 1,701.

Now lets look at one with more digits.
234 12 =
First, we need to line up the digits according to place value.
234
12
Our multiplier here is 12.

12 has two digits. We need to multiply each digit of the top number by each digit of the number 12. We can start
with the 2 of the multiplier.
234
12
468
Here is the result o f multiplying the f irst digit o f the multiplier.
Next, we multiply the 1, which is in the tens place, by each digit. Because we are multiplying by a number in the
"tens" place, we start the second row of numbers with a zero so that the answer to the multiplication is kept in the
correct place value for the addition we will do next. Here is what this looks like.

You could multiply even more digits by more digits.
You just need to remember two things.
14
www.ck12.org
1. Multiply each digit of the multiplier one at a time.

2. Add in a zero for each digit that you have already multiplied.
Now lets practice. Multiply the following whole numbers.
Example A
456 9 =
Solution: 4,104
Example B
321 18 =
Solution: 5,778
Example C
562 248 =
Solution: 139,376
Now back to Jonah and the seafood order.
We know from the problem that each seal eats an average of 11 lbs of seafood per day. We could do repeated
addition here, add 11 forty-three times once for each seal. Boy that is a lot of work. When we have a repeated
addition problem, our short cut is to multiply.
43
11
43
430
473
Jonah needs 473 pounds of seafood to feed all of the seals for one day.
Thats great, but we need to feed all the seals for ONE WEEK! Once again, we could use repeated addition, but
multiplication is so much quicker. There are 7 days in one week, so we can multiply 7 by the total pounds of seafood
for one day.
473
7
3311
pounds of seafood for one week
Okay, we have helped Jonah with half of his problem. Now we know how much seafood he needs for one
week.
15
www.ck12.org
Guided Practice
Multiply the following values.
214 362 =
Answer
What about when we multiply three digits by three digits? First, you will multiply the first digit of the multiplier by
each of the three digits of the top number. Second, you will multiply the second digit of the multiplier by all three
digits of the top number. Dont forget that placeholder zero! Third, you will multiply the third digit of the multiplier
by all three digits of the top number. Use two zeros since you are now multiplying by a number in the "hundreds"
place.
214
362
428
Here is the result o f multiplying by 2.
12840
Here is the result o f multiplying by 6. Notice we had to carry and add in a zero.
64200
Here is the result o f multiplying by 3. Notice we had to add in two zeros.
77, 468
Multiplication
MEDIA
MEDIA
MEDIA
16
www.ck12.org
Video Review
These videos will help you with multiplying whole numbers.
MEDIA
Khan Academy Basic Multiplication
MEDIA
James Sousa Example of Multiplying Whole Numbers

Explore More

1. 34 8 =
2. 67 12 =
3. 34 87 =
4. 124 9 =
5. 345 11 =
6. 6721 9 =
7. 8723 31 =
8. 9802 22 =
9. 345 123 =
10. 617 234 =
11. 534 78 =
12. 834 228 =
13. 1134 68 =
14. 2434 218 =
15. 6734 208 =
16. 8934 1238 =
17. 2334 3408 =
17
1.4. Whole Number Division
www.ck12.org
1.4 Whole Number Division

Here youll learn how to divide whole numbers.
Did you figure out how many buckets of seafood Jonah will need?
Now that he knows how many pounds of seafood is needed, he will need to figure out how many buckets he needs to
order. The seafood comes in 25 pound buckets. We know from the last Concept that Jonah will need to order 3,311
pounds of seafood. That will be enough to feed 43 seals for one week.
How many buckets should he order? Given that it comes in 25 pound buckets, will there be any seafood left
over? This Concept will show you how to divide whole numbers. It is exactly what you will need to solve this
problem.
Guidance
You have learned how to add, subtract and multiply. The last operation that we will learn is division.
First, lets talk about what the word division actually means. To divide means to split up into groups. Since
multiplication means to add groups of things together, division is the opposite of multiplication.
72 9 =
In this problem, 72 is the number being divided, it is the dividend. 9 is the number doing the dividing, it is the
divisor. We can complete this problem by thinking of our multiplication facts and working backwards. Ask yourself
"What number multiplied by 9 equals 72?" If you said "8", youre right! 9 x 8 = 72, so 72 can be split into 8 groups
of 9.
The answer to a division problem is called the quotient.

Sometimes, a number wont divide evenly. When this happens, we have a remainder.
15 2 =
Hmmm. This is tricky, fifteen is not an even number. There will be a remainder here.
18
www.ck12.org
We can use an r to show that there is a remainder. We can also divide larger numbers. We can use a division
box to do this.
8)825
Here we have a one digit divisor, 8, and a three digit dividend, 825. We need to figure out how many 8s there are in
825. To do this, we divide the divisor 8 into each digit of the dividend.
8)825
How many 80 s are there in 8?00

T he answer is 1.
We put the 1 on top of the division box above the 8.
8)825
8
y
02
We multiply 1 by 8 and subtract our result from the dividend. Then we can bring down the next number in the
dividend. Then, we need to look at the next digit in the dividend. How many 8s are there in 2? The answer is 0.
We put a 0 into the answer next to the 1.
10
8)825
8
y
025
Because we couldnt divide 8 into 2, now we can bring down the next number, 5, and use the two numbers together:
25
How many 8s are in 25? The answer is 3 with a remainder of 1. We can add this into our answer.
103r1
8)825
8
025
24
1
We can check our work by multiplying the answer by the divisor.
19
www.ck12.org
103
8
824 + r of 1 = 825
Our answer checks out.

Lets look at a problem with a two-digit divisor.
12)2448
24
y
4
How many 120 s are in 2? None.00

How many 120 s are in 24? Two. So f ill that in.00
Now bring down the
We check our work by multiplying: 204 12.
204
12
408
2040
2448

We can apply these same steps to any division problem even if the divisor has two or three digits. We work through
each value of the divisor with each value of the dividend. We can check our work by multiplying our answer by the
divisor.
Now lets practice by dividing whole numbers
Example A
4)469
Solution: 117 r 1
Example B
18)3678
Solution: 204 r 6
Example C
20)5020
Solution: 251
20
www.ck12.org
Now back to Jonah and the buckets of seafood.

If the seafood comes in 25 lb. buckets, how many buckets will he need?
To complete this problem, we need to divide the number of pounds of seafood by the number of pounds in a bucket.
Notice, that we divide pounds by pounds. The items we are dividing have to be the same.
Lets set up the problem.
132
25)3311
25
81
75
61
50
11
Uh oh, we have a remainder. This means that we are missing 11 pounds of fish. One seal will not have enough
to eat if Jonah only orders 132 buckets. Therefore, Jonah needs to order 133 buckets. There will be extra fish,
but all the seals will eat.
Guided Practice
Here is a problem for you to solve on your own.
25)3075
Next, we divide twenty- five into 3075.
Answer 123
Division
MEDIA
MEDIA
21
www.ck12.org
MEDIA
MEDIA
Video Review
Here are a few videos for review.
MEDIA
Khan Academy Division 1
MEDIA
James Sousa Example of Dividing Whole Numbers

Explore More

1. 12 6 =
2. 13 4 =
3. 132 7 =
4. 124 4 =
22
www.ck12.org
5. 130 5 =
6. 216 6 =
7. 1161 43 =
8. 400 16 =
9. 1827 21 =
10. 1244 40 =
11. 248 18 =
12. 3264 16 =
13. 4440 20 =
14. 7380 123 =
15. 102000 200 =
16. 10976 98 =
23
1.5. Estimation of Whole Number Addition and Subtraction
www.ck12.org
1.5 Estimation of Whole Number Addition and

Subtraction
Here youll learn how to estimate sums and differences of whole numbers using rounding.
What other kinds of animals are there at a zoo?

Sarah is also a volunteer like Jonah. She spends her time working with the penguins. When Jonah comes to visit her,
she tells him all about the penguin population. Sarah explains to Jonah that there will be new penguins born very
soon. She tells him that there are 57 penguins, but that 17 new ones are due to be born in the spring. Jonah listens
and tries to add the two values together. He takes out paper and pencil. Sarah stops him. She knows a quicker way.
She tells Jonah that they can use estimation.
Have you ever estimated a sum? In this Concept, you will learn how to use estimation to figure out the new
penguin population.
Guidance
In the real world problem, you saw how puzzled Jonah was when Sarah was able to use estimation to help her solve
the penguin problem. Estimation definitely seemed to save Sarah some time.
What do we mean by estimation? When can we use it and when shouldnt we use it? To estimate means to
find an answer that is close to the exact answer. The key with estimation is that you can only use it in instances
where you dont need an exact answer. When we estimate, we want to find an answer that makes sense and works
with our problem, but is not necessarily exact.
We can estimate sums and differences. Remember back in the first Concept, we used the word sum and the word
difference. Lets take a minute to review what those two words mean. A sum is the answer to an addition problem.
A difference is the answer to a subtraction problem. To estimate a sum or a difference, we can round the numbers
that we are working with to find our estimation.
What does it mean to round a number? When we round, we change the number to the nearest power of ten (times
a whole number), such as ten or hundred or thousand, etc. Here is a problem we can work with.
69
Lets say that we want to round this number to the nearest ten. Well, we can look at whether 69 is closer to 60 or to
70. These are the two numbers in the tens surrounding 69. It is closer to 70, so we would change the number to 70.
Here is another one.
53
If we want to round this to the nearest ten, then we can look at the numbers surrounding 53 which are multiples of
ten. Is 53 closer to 50 or 60? It is closer to 50, so we would round down to 50. When rounding, we can follow
24
www.ck12.org
the rounding rules. If the number being rounded is less than 5, round down. If the number being rounded is
greater than 5, round up. In the examples, we were rounding to the tens, so we use the number in the ones
place to round. Using 69, since 9 is greater than 5, we round up. In the case of 53, 3 is less than 5, so we round
down.
Lets apply this.
128 Round to the nearest ten.
Look at the number. We are rounding to the tens, so we look at the ones place. 8, is greater than 5, so we round up
to 130. What does this have to do with estimating sums and differences? Well, when we estimate a sum or a
difference, if we round first, it is easier to add.
58 + 22 =
We want to estimate this answer. If we round each number first, we can use mental math to find our estimation.
58 rounds to 60
22 rounds to 20
Our estimate is 80.
Here is one with larger numbers.
387 + 293 =
We want to estimate our answer by rounding to the nearest hundred.
387 rounds to 400
293 rounds to 300
Our estimate is 700.
This worked for addition.
We can estimate differences by rounding too.
Here is one with larger numbers.
990 211 =
We want to estimate our difference by rounding to the nearest hundred.
990 rounds to 1000
211 rounds to 200
Now lets practice with a few examples.
Example A
17 + 27 =
Solution: 50
25
www.ck12.org
Example B
290 + 510 =
Solution: 800
Example C
592 411 =
Solution: 200
Now back to Sarah and Jonah and the penguin population.
Sarah is also a volunteer like Jonah. She spends her time working with the penguins. When Jonah comes to visit her,
she tells him all about the penguin population. Sarah explains to Jonah that there will be new penguins born very
soon. She tells him that there are 57 penguins, but that 17 new ones are due to be born in the spring. Jonah listens
and tries to add the two values together. He takes out paper and pencil. Sarah stops him. She knows a quicker way.
She tells Jonah that they can use estimation.
To solve this problem, Jonah and Sarah can use estimation.
First, we can round both values.
57 rounds up to 60
17 rounds up to 20
Now we add 60 + 20
The new penguin population will be 80 penguins.
Guided Practice
Here is one for you to try on your own.
56 18 =
Answer
We want to estimate this difference by rounding to the nearest ten.
56 rounds to 60
18 rounds to 20
Our estimate is 40.
26
www.ck12.org
Video Review
These videos will help you to estimate sums and differences.
MEDIA
Khan Academy Rounding to Estimate Sums
MEDIA
James Sousa on Estimating Sums and Differences

Explore More
Estimate the following sums and differences.

1. 45 + 62 =
2. 32 + 45 =
3. 21 + 54 =
4. 103 + 87 =
5. 101 + 92 =
6. 342 + 509 =
7. 502 + 307 =
8. 672 + 430 =
9. 201 + 303 =
10. 678 + 407 =
11. 23 9 =
12. 46 8 =
13. 58 12 =
14. 76 9 =
15. 204 112 =
16. 87 65 =
17. 98 33 =
27

18. 354 102 =
19. 562 112 =
20. 789 99 =
28
www.ck12.org
www.ck12.org
1.6 Estimation of Whole Number Multiplication

and Division
Here youll learn to estimate products and quotients of whole numbers using rounding.
Remember Jonah and Sarah and the penguin population? Well now that the two have calculated the population, they
are moving on to food.
Jonah went to meet his friend Sarah for lunch. Sarah is also a zoo volunteer. She has been working in the penguin
arena. There are 57 penguins at the city zoo. One of her jobs is to feed the penguins.
Wow, what a morning. I had to figure out how much seafood to order for the seals. My whole morning has been
solving problems. I thought I left math at school, Jonah says, biting into his peanut butter sandwich.
Whats so hard about that? I could figure out how much to order for the penguins without even using a piece of
paper, Sarah states.
What! How can you do that?
Estimation. The penguins eat about 18,000 fish per month, Sarah says, biting into her sandwich.
18,000 fish!! How do you know that?
I told you, estimation. There are 57 penguins who each eat about 8 10 fish per day. You dont need an exact
number, just be sure to have enough fish. Once you know that, the rest is easy, Sarah smiles and takes a sip of her
water.
Jonah is completely perplexed.
How did Sarah do that so quickly? What is estimation all about anyway? Could he have used estimation
to solve his own problem? You will learn all that you need to know to help Jonah to understand how Sarah
figured out the penguin food so quickly by reading through this next lesson. Pay close attention. At the end of
this Concept, well revisit this problem and see how she did it.
Guidance
Sums and differences refer to addition and subtraction. But what about products and quotients?
Lets review what they mean before we continue.
A product is the answer to a multiplication problem. A quotient is the answer to a division problem.
How do we estimate a product? We can estimate the product of a multiplication problem by rounding the factors
that we are multiplying. We use the same rounding rule as with sums and differences.
29
1.6. Estimation of Whole Number Multiplication and Division
www.ck12.org
12 19 =
Lets estimate by rounding each factor to the nearest ten.
12 rounds to 10
19 rounds to 20
10 20 = 200
This may seem a little harder than adding and subtracting, but you should be able to use mental math to estimate
each product.
We can estimate a quotient in the same way.
32 11 =
Lets estimate by rounding each value to the nearest tenth.
32 rounds to 30
11 rounds to 10
30 10 = 3
Our estimate is 3.
Sometimes, when working with division, we need to find a compatible number , not just a rounded number.
What is a compatible number ? A compatible number is one that is easily divisible.
Lets look at one that uses compatible numbers.
2321 8 =
This one is tricky. Normally, we would round 2321 to 2300, but 2300 is not easily divisible by 8. However, 2400 is
easily divisible by 8 because 24 divided by 8 is 3.
2400 is a compatible number.
Lets round and estimate.
2321 becomes the compatible number 2400

8 stays the same
2400 8 = 300
Sometimes, it can be a little tricky figuring out whether you should round or use a compatible number. You have to
do what you think makes the most sense.
30
www.ck12.org
Example A
34 18 =
Solution: 30 x 20 = 600
Example B
187 11 =
Solution: 200 x 10 = 2000
Example C
120 11 =
Solution:120 /div 10 = 12
Now we can apply what we have learned about estimation to our real world problem.
Lets go back to Sarah and Jonah having lunch. Here is a review of the conversation that they had.
Wow, what a morning. I had to figure out how much seafood to order for the seals. My whole morning has been
solving problems. I thought I left math at school, Jonah says, biting into his peanut butter sandwich.
Whats so hard about that? I could figure out how much to order for the penguins without even using a piece of
paper, Sarah states.
What! How can you do that?
Estimation. The penguins eat about 18,000 fish per month, Sarah says, biting into her sandwich.
18,000 fish!! How do you know that?
I told you, estimation. There are 57 penguins who each eat about 8 10 fish per day. You dont need an exact
number, just be sure to have enough fish. Once you know that, the rest is easy, Sarah smiles and takes a sip of her
water.
Lets pause here for a minute and underline any important information. This has been done for you in the paragraph
above. Sarah claims that she can estimate to figure out how much fish the penguins eat. Sarah begins by saying that
the penguins eat about 18,000 fish per month.
Now that we know all about estimation, lets look at how she used estimation to come up with this number
by learning some more of the story. Jonah sat puzzled for a long time. Then he finally gave up. Okay, I give
up. How did you figure it out? he asked. There are 57 penguins in the pen. I began by rounding 57 to 60 because
57 is a tough number to work with, Sarah said smiling. The penguins each eat 8 to 10 fish per day. Well, 10 is a
much easier number to work with than 8, so I rounded up to 10. If there are 60 penguins, each eating 10 fish per
day-that is 600 fish per day. I estimated that product by multiplying in my head. There are 30 days in a month. So
I estimated 600 per day times 30 days. My final answer is 18,000 fish. Sarah looked at Jonah, whose mouth was
open. Then he smiled.
Thats great for you, he said. But that wouldnt have worked for my problem. I needed a closer answer. I would
have ended up with way too much seafood.
Is he correct? Lets take a look.
Here is what the math looked like in Sarahs problem.
31
1.6. Estimation of Whole Number Multiplication and Division
www.ck12.org
57 penguins rounded to 60 penguins

8 10 fish rounded to 10 fish
60 10 = 600 fish per day
30 days in one month
600 30 days = 18, 000 fish
Sarahs answer makes sense. She did not need an exact answer, so this was the perfect opportunity to use estimation.
What about Jonah? Would estimation have worked for his problem? Lets revisit it. Here are the facts.
There are 43 seals at the zoo. Each seal eats 11 lbs of seafood per day. How many 25 lb buckets does Jonah need to
order? We can estimate to find our answer.
43 rounds to 50-if we round down some seals wont eat
11 rounds to 10
50 10 = 500 pounds per day
500 7 = 3500 pounds per week
3500 25 lbs per bucket = 140 buckets
Jonah figured out using exact math that he needed to order 133 buckets of seafood. Estimating, Jonah would
have ordered 140 buckets.
140 133 = 7 buckets 25 pounds of fish = 175 extra pounds of fish
That would have been a lot more seafood than he would have needed. This is an example of the key things to
think about when estimating:
1.
2.
3.
4.
The answer must make sense for the problem.

It must be reasonable.
We need an answer that is close to the exact answer.
If the answer does not make sense, then we have to use exact math.
Guided Practice
Heres one for you to try on your own.
869 321 =
Answer
Lets estimate by rounding each value to the nearest hundred.
869 rounds to 900

321 rounds to 300
900 300 = 3
Our estimate is 3.
32
www.ck12.org
Video Review
Here is a video that you can use to review this concept.
MEDIA
James Sousa on Estimating Solutions to Multiplication and Division

Explore More
Directions: Use what you have learned to estimate the following products and quotients.
1. 17 12 =
2. 22 18 =
3. 9 18 =
4. 7 23 =
5. 36 40 =
6. 13 31 =
7. 9 27 =
8. 11 32 =
9. 19 33 =
10. 22 50 =
11. 43 6 =
12. 19 10 =
13. 44 8 =
14. 72 7 =
15. 17 8 =
16. 43 9 =
17. 62 8 =
18. 102 18 =
19. 395 11 =
20. 778 22 =
33
1.7. Whole Number Exponents
www.ck12.org
1.7 Whole Number Exponents

Here youll learn how whole numbers, powers, bases and exponents work together.
Have you ever designed a tiger cage? Do you know how to use exponents to solve real world problems? Look at
what Miguel learned about this very topic.
Miguel is one of the designers at the city zoo where Jonah and Sarah have been spending the summer. He is working
on the new tiger habitat. Today while he is working on rebuilding part of the habitat, he has to move Leonard, a
beautiful Bengal tiger, to one of the cages. A tiger needs to have a cage that is a specific size so that he can pace and
have enough room to not feel confined. If you have ever been to a zoo, you know that tigers LOVE to pace. There
are two cages for Miguel to choose from.
One has the dimensions 93 feet.
The other has the dimensions 123 feet.
A tigers cage in a city zoo should be 1728 cubic feet.
Which cage has the right dimensions? Is there one that will give Leonard more room to roam? How can you compare
the sizes of the cages?
In this Concept, you will learn how to use exponents to help Miguel select the correct cage for Leonard. Pay
close attention and we will solve this problem at the end of the Concept.
Guidance
A whole number is a number that represents a whole quantity. Today, we are going to learn about how to use
exponents. An exponent is a little number that is added to a whole number, but exponents are very powerful "little
numbers". They change the meaning of the whole number as soon as they are added.
34
www.ck12.org
The large number is called the base. You can think about the base as the number that you are working with.
The small number is called the exponent. The exponent tells us how many times to multiply the base by itself.
An exponent can also be known as a power.
We can read bases and exponents.
35 is read as "three to the fifth power".
27 is read as "two to the seventh power".
59 is read as "five to the ninth power".
We could go on and on. When you see a base with an exponent of 2 or an exponent of 3, we have different names
for those. We read them differently.
22 is read as two squared.
63 is read as six cubed.
It doesnt matter what the base is, the exponents two and three are read squared and cubed.
What does an exponent actually do?
An exponent tells us how many times the base should be multiplied by itself. We can write them out the long way.
73 = 7 7 7
510 = 5 5 5 5 5 5 5 5 5 5
If you havent figured it out yet, exponents are a multiplication short cut a lot like the way that multiplication
is an addition short cut.
Here are few problems for you to try on your own.
Example A
Write out in words 63

Solution: 6^3 = 6 times 6 times 6
Example B
Write out the factors of 45

Solution:
45 = 4 4 4 4 4
Example C
Which is the base number: 910 ?

Solution: 9
35
1.7. Whole Number Exponents
www.ck12.org
Having learned all about exponents and powers, you should be able to help Miguel with Leonard the Bengal
tiger. Lets look back at the original dilemma.
Miguel is one of the designers at the city zoo where Jonah and Sarah have been spending the summer. He is working
on the new tiger habitat. Today while he is working on rebuilding part of the habitat, he has to move Leonard, a
beautiful Bengal tiger, to one of the cages. A tiger needs to have a cage that is a specific size so that he can pace
and not feel confined. If you have ever been to a zoo, you know that tigers LOVE to pace. There are two cages for
Miguel to choose from. One has the dimensions 93 feet. The other has the dimensions 123 feet. A tigers cage in a
city zoo must be 1728 cubic feet. Which cage has the right dimensions? Is there one that will give Leonard more
room to roam?
How can you compare the sizes of the cages?
First, lets underline any information that seems important. This has been done for you in the paragraph
above. Our next step is to use what we learned about exponents and powers to evaluate the size of each cage.
The first cage has dimensions of 93 feet.
We can evaluate that as 9 9 9 = 729 f t 3
Since we multiplied feet feet feet, we write our answer as feet cubed, f t 3 . Therefore, the full answer is 729 f t 3 .
The second cage has dimensions of 123 feet. We can evaluate that as 12 12 12 = 1728 f t 3 We were given the
fact that a tiger needs to have a cage that is 1728 cubic feet. The second cage has the correct dimensions.
We can also compare the cage sizes using "greater than" or "less than" symbols.
93 < 123
Miguel can now be confident that Leonard will have enough room to roam in his new cage.
Guided Practice

Write out the factors of 35
Then evaluate the product.
Answer
35 = 3 3 3 3 3
243
Video Review
Here is a video to help you to review this Concept.
MEDIA
36
www.ck12.org
Khan Academy Level 1 Exponents

Explore More
Directions: Write each power out in words.

1. 32
2. 55
3. 63
4. 26
5. 34
6. 74
7. 52
8. 24
9. 33
10. 93
Directions: Now evaluate each power in problems 1 - 10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
37
1.8. Values Written as Powers
www.ck12.org
1.8 Values Written as Powers

Here youll learn how to write the product of repeated values using powers.
Remember Miguel and the tiger cage? Well, while he was working on his design, he also went and visited a friend
in another zoo. This zoo also had a tiger cage, and it had dimensions for height, length and width just like the one
that Miguel was working to design.
The tiger cage at this zoo had a width of 18 feet, a height of 18 feet and a length of 18 feet. Miguel wrote down 18
x 18 x 18 in his notebook.
There is an easier way to write this though. In this Concept, you will learn how to write the product of
repeated factors by using powers. Pay attention and you will be able to do this by end of the Concept.
Guidance
We can take repeated factors and rewrite them as a power using an exponent.
To work in this way, we will count the number of times the base is being multiplied. This becomes our exponent.
Remember that an exponent is the little number that tells you how many times to multiply the base by itself.
777 =
There are three sevens being multiplied. We rewrite this as a base with an exponent.
7 7 7 = 73
Example A
6666
Solution: 64
Example B
2222222
Solution: 27
38
www.ck12.org
Example C
33
Solution: 32
Now lets go back to the original problem about the dimensions of the tiger cage.
Miguel wrote down 18 feet x 18 feet x 18 feet. Because these are repeated factors being multiplied, Miguel can use a
short - cut and use an exponent to express the repeated multiplication. 18 is the base. Because it is being multiplied
three times, three is the exponent.
The solution is 183 .
Guided Practice
4444
Answer
44
Video Review
MEDIA
James Sousa Examples of Exponents

Explore More
Directions: Write each repeated factor using a power.

1. 4 4 4
2. 3 3 3 3
3. 2 2
4. 9 9 9 9 9
5. 10 10 10 10 10 10 10
6. 1 1 1 1 1 1 1 1 1 1
7. 3 3 3 3 3 3
39
1.8. Values Written as Powers

8. 4 4
9. 7 7 7
10. 6 6 6 6
11. 11 11 11
12. 12 12
13. 18 18 18
14. 21 21 21 21
15. 17 17
40
www.ck12.org
www.ck12.org
1.9 Evaluation and Comparison of Powers

Here youll learn how to evaluate and compare powers.
Did you try to figure out the dimensions of the tiger cage from the last lesson?
Remember, that the tiger cage at the other zoo had dimensions of 183 . This means that the height of the cage was 18
feet, the width of the cage was 18 feet and the length of the cage was 18 feet?
How big was the cage? To figure this out, you will need to evaluate powers. Pay close attention and you will
learn how to do this in the following Concept.
Guidance
Lets review bases and exponents for just a moment.
The large number is called the base. You can think about the base as the number that you are working with.
The small number is called the exponent. The exponent tells us how many times to multiply the base by itself.
An exponent can also be known as a power.
We can read bases and exponents.
35 is read as "three to the fifth power".
Once you know the base and exponent, then you can think about how to evaluate a power. This means that we
actually complete the multiplication and figure out the new product.
52
We want to evaluate 5 squared. We know that this means 5 5. First, we write it out as factors.
52 = 5 5
Next, we solve it.
52 = 5 5 = 25
41
1.9. Evaluation and Comparison of Powers
www.ck12.org
RED ALERT!!! The most common mistake students make with exponents is to just multiply the base by the
exponent.
52 IS NOT 5 2
The exponent tells us how many times to multiply the base by itself.
52 is 5 5
Be sure to keep this in mind!!!
We can also compare the values of powers using greater than, less than and equal to.
We use our symbols to do this.
Greater than >
Less than <
Equal to =
To compare the value of different powers, we will need to evaluate each power and then compare them.
Here are a few examples for you to complete on your own.
Example A
26
Solution: 64
Example B
63
Solution: 216
Example C
27
53
Solution: >
Now back to the original problem about the tiger cage.
To figure this out, we can take evaluate the power.
183
18 x 18 x 18 = 5,832 ft^3
This is our solution.
42
www.ck12.org
Guided Practice
Evaluate each of these problems on your own.

1. 1100
2. 19
114
3. 45
54
Answer
1. One to any power is equal to 1.
2. These two values are equal.
3. Four to the fifth power is equal to 1024. Five to the fourth power is equal to 625, Therefore, 4^5 is greater than
5^4.
Video Review
MEDIA
Khan Academy Level 1 Exponents

Explore More
Directions: Evaluate the value of each power.

1. 22
2. 32
3. 62
4. 73
5. 84
6. 26
7. 35
8. 64
9. 53
10. 1100
Directions: Compare each power using <, >, or =
11. 42
24
12. 32
15
13. 63
36
43
1.9. Evaluation and Comparison of Powers

14. 72
52
15. 83
92
44
www.ck12.org
www.ck12.org
1.10 Numerical Expression Evaluation with Basic Operations

Here youll learn how to evaluate numerical expressions using the four operations.
You wouldnt think that an aviary would have mathematics in it, but this aviary has a problem and solving numerical
expressions using the four operations is the way to solve it. Have you ever thought about this?
Keisha loves the birds in the aviary at the city zoo. Her favorite part of the aviary is the bird rescue. Here the zoo
staff rescues injured birds, helps them to heal and then releases them again. Currently, they have 256 birds in the
rescue. Today, Keisha has a special visit planned with Ms. Thompson who is in charge of the bird rescue.
When Keisha arrives, Ms. Thompson is already hard at work. She tells Keisha that there are new baby birds in the
rescue. Three of the birds have each given birth to five baby birds. Keisha cant help grinning as she walks around.
She can hear the babies chirping. In fact, it sounds like they are everywhere.
It certainly sounds like a lot more babies, Keisha says.
Yes, Ms. Thompson agrees. We also released two birds from the rescue yesterday.
That is great news, Keisha says smiling.
Yes, but we also found three new injured birds. Our population has changed again.
I see, Keisha adds, That is 256 + 3 5 2 + 3 that equals 1296 birds, I think. Im not sure, that doesnt seem
right.
Is Keishas math correct? How many birds are there now? Can you figure it out? This is a bit of a tricky question.
You will need to learn some new skills to help Keisha determine the number of birds in the aviary.
Pay attention. By the end of the Concept, you will know all about the order of operations. Then you will be
able to help Keisha with the bird count.
Guidance
This Concept begins with evaluating numerical expressions. Before we can do that we need to answer one key
question, What is an expression ? To understand what an expression is, lets compare it with an equation.
An equation is a number sentence that describes two values that are the same, or equal, to each other. The
values are separated by the "equals" sign. An equation may also be written as a question, requiring you to
45
1.10. Numerical Expression Evaluation with Basic Operations
www.ck12.org
"solve" it in order to make both sides equal.
3+4 = 7
This is an equation. It describes two equal quantities, "3+4", and "7".
What is an expression then? An expression is a number sentence without an equals sign. It can be simplified
and/or evaluated.
4+35
This kind of expression can be confusing because it has both addition and multiplication in it. Do we need to add or
multiply first? To figure this out, we are going to learn something called the Order of Operations. The Order
of Operation is a way of evaluating expressions. It lets you know what order to complete each operation in.
Order of Operations
P - parentheses
E - exponents
MD - multiplication or division in order from left to right
AS - addition or subtraction in order from left to right
Take a few minutes to write these down in a notebook.

Now that you know the order of operations, lets go back.
4+35
Here we have an expression with addition and multiplication. We can look at the order of operations and see that
multiplication comes before addition. We need to complete that operation first.
4+35
4 + 15
= 19
46
www.ck12.org
When we evaluate this expression using order of operations, our answer is 19.
What would have happened if we had NOT followed the order of operations?
4+35
We probably would have solved the problem in order from left to right.
4+35
75
= 35
This would have given us an incorrect answer. It is important to always follow the order of operations.
Here are a few for you to try on your own.
Example A
814+3 =
Solution: 7
Example B
26+82 =
Solution: 16
Example C
5+936+2 =
Solution: 28
Here is the original problem once again. Lets look back at Keisha and Ms. Thompson and the bird dilemma at the
zoo.
Keisha loves the birds in the aviary at the city zoo. Her favorite part of the aviary is the bird rescue. Here the zoo
staff rescues injured birds, helps them to heal and then releases them again. Currently, they have 256 birds in the
rescue. Today, Keisha has a special visit planned with Ms. Thompson who is in charge of the bird rescue.
When Keisha arrives, Ms. Thompson is already hard at work. She tells Keisha that there are new baby birds in the
rescue. Three of the birds have each given birth to five baby birds. Keisha cant help grinning as she walks around.
She can hear the babies chirping. In fact, it sounds like they are everywhere.
It certainly sounds like a lot more babies, Keisha says.
Yes, Ms. Thompson agrees. We also released two birds from the rescue yesterday.
That is great news, Keisha says smiling.
Yes, but we also found three new injured birds. Our population has changed again.
I see, Keisha adds, That is 256 + 3 5 2 + 3 that equals 1296 birds, I think. Im not sure, that doesnt seem
right.
47
1.10. Numerical Expression Evaluation with Basic Operations
www.ck12.org
We have an equation that Keisha wrote to represent the comings and goings of the birds in the aviary. Before we
figure out if Keishas math is correct, lets underline any important information in the problem. As usual, this has
been done for you in the text. Wow, there is a lot going on. Here is what we have to work with.
256 birds
3 5 - three birds each gave birth to five baby birds
1. birds were released
2. injured birds were found.
Since we started with 256 birds, that begins our equation. Then we can add in all of the pieces of the problem.
256 + 3 5 2 + 3 =
This is the same equation that Keisha came up with. Lets look at her math. Keisha says, That is 256 + 3 5 2 + 3
that equals 1296 birds, I think. Im not sure, that doesnt seem right. It isnt correct. Keisha forgot to use the order
of operations.
According to the order of operations, Keisha needed to multiply 3 5 BEFORE completing any of the other
operations. Lets look at that.
256 + 3 5 2 + 3 =
256 + 15 2 + 3 =
Now we can complete the addition and subtraction in order from left to right.
256 + 15 2 + 3 = 272
The new bird count in the aviary is 272 birds.
Guided Practice

6 + 8 4 11 + 6 =
Answer
33
Video Review
MEDIA
Khan Academy Introduction to Order of Operations
48
www.ck12.org
MEDIA
James Sousa Example of Order of Operations
MEDIA
James Sousa Example 2 of Order of Operations

Explore More
Directions: Evaluate each expression according to the order of operations.

1. 2 + 3 4 + 7 =
2. 4 + 5 2 + 9 1 =
3. 6 7 + 2 3 =
4. 4 5 + 3 1 9 =
5. 5 3 2 + 5 1 =
6. 4 + 7 3 + 8 2 =
7. 9 3 1 + 4 7 =
8. 10 + 3 4 + 2 8 =
9. 11 3 + 2 4 3 =
10. 6 + 7 8 9 2 =
11. 3 + 42 5 2 + 9 =
12. 22 + 5 2 + 62 11 =
13. 32 2 + 4 9 =
14. 6 + 3 22 + 7 1 =
15. 7 + 2 4 + 32 5 =
49
1.11. Numerical Expression Evaluation with Grouping Symbols
www.ck12.org
1.11 Numerical Expression Evaluation with

Grouping Symbols
Here youll learn how to evaluate numerical expressions using powers and grouping symbols.
Kira works with Keisha at the zoo. Today, Kira has gathered a group of birds for a check - up. She gathers three
groups of six birds to begin with and sets these birds aside in a cage. Then she managed to coax four more morning
doves and seven parrots over to her before two of the parrots flew away. Finally, she looked at all of the birds she
had and began to count them one by one.
As she did this, Kira thought that there must be an easier way. She knows that she has grouped some of the birds in
the cage, plus the other birds she has gathered. How can Kira do this?
This is where the order of operations including grouping symbols can come in handy. Pay close attention and
you will be able to help Kira at the end of the Concept.
Guidance
In this concept, we will be working with the order of operations, but also with grouping symbols like parentheses.
Lets review where exponents and parentheses fall in the order of operations.
Order of Operations
P - parentheses
E - exponents
Wow! You can see that, according to the order of operations, parentheses come first. We always do the work in
parentheses first. Then we evaluate exponents.
Lets see how this works.
2 + (3 1) 2
50
www.ck12.org
In this problem, we can see that we have four things to look at. We have 1 set of parentheses, addition, subtraction
in the parentheses and multiplication. We can evaluate this expression using the order of operations. Here is the next
step.
2 + (3 1) 2
2+22
2+4
=6
Our answer is 6.
What about when we have parentheses and exponents?
35 + 32 (3 2) 7
We start by using the order of operations. It says we evaluate parentheses first.
32 = 6
35 + 32 6 7
Next we evaluate exponents.
32 = 3 3 = 9
35 + 9 6 7
Now, we complete multiplication or division in order from left to right. We have multiplication.
6 7 = 42
35 + 9 42
Finally, we complete addition and/or subtraction in order from left to right.
35 + 9 = 44
44 42 = 2
Our answer is 2.
Here are a few for you to try on your own.
Example A
16 + 23 5 + (3 4)
Solution: 31
51
www.ck12.org
Example B
92 + 22 5 (2 + 3)
Solution: 60
Example C
82 2 + 4 1 6
Solution: 30
Now lets go back to Kira and her bird dilemma. Here is the original problem once again.
Kira who works at the zoo has gathered a group of birds for a check - up. She gathers three groups of six birds
to begin with and sets these birds aside in a cage. Then she managed to coax four more morning doves and seven
parrots over to her before two of the parrots flew away. Finally, she looked at all of the birds she had and began to
count them one by one.
As she did this, Kira thought that there must be an easier way. She knows that she has grouped some of the birds in
the cage, plus the other birds she has gathered. How can Kira do this?
Using what we have just learned in this Concept, we can write a number sentence using the order of operations and
grouping symbols to help Kira to figure out the total number of birds. Rather than counting one by one, this will be
more efficient.
We know that she gathered three groups of six birds, but she didnt add that total until the end. Walking through the
birds as they were gathered, we can write the following sentence.
4 + 7 2 + (3 + 6)
Notice that we added the three groups of six birds at the end just like Kira did. Next we follow the order of operations
and solve.
4 + 7 2 + 18
Our answer is 27 birds.
Guided Practice

73 32 + 15 2 + (2 + 3)
Answer
First, we have to follow the order of operations and evaluate the powers and grouping symbols.
7^3 = 7 x 7 x 7 = 343
3^2 = 3 x 3 = 9
(2 + 3) = 5
Next, substitute these values back into the original number sentence.
343 9 + 15 2 + (5)
Now we can solve complete the multiplication.
15 x 2 = 30
Finally, we can solve by completing the addition and subtraction in order from left to right.
52
www.ck12.org
343 9 + 30 + 5
= 369
Video Review
MEDIA
MEDIA
MEDIA
MEDIA

Explore More
Directions: Evaluate each expression according to the order of operations.

1. 3 + (2 + 7) 3 + 5 =
53

2. 2 + (5 3) + 72 11 =
3. 4 2 + (6 4) 9 + 5 =
4. 82 4 + (9 3) + 12 =
5. 73 100 + (3 + 4) 9 =
6. 7 + (32 + 7) 11 + 5 =
7. 24 + (8 + 7) + 13 5 =
8. 3 2 + (22 + 7) 11 + 15 =
9. 8 + (6 + 7) 2 3 =
10. 22 + (34 + 7) 73 + 15 =
11. 32 + (42 7) 3 + 25 =
12. 63 + (32 + 17) 73 + 4 =
13. 243 (53 + 27) 83 + 9 =
14. 72 + (112 + 117) 193 + 75 =
15. 82 + (102 + 130) 303 + 115 =
54
www.ck12.org
www.ck12.org
1.12 Numerical Expression Evaluation

Here youll learn how to use the order of operations to identify and create numerical expressions that are true.
Keisha and Kira work together at the zoo. Today they are working with the flamingos, and they have a problem.
"The flamingo count is off," Kira said to Keisha. Keisha looked over at the notebook Kira was holding and shrugged.
"What do you mean?" Keisha asked.
"Well, we have 33 flamingos, except the count in the notebook doesnt show that. Here is what I have written down,"
Kira explained. She showed the notebook to Keisha.
27 + 2 5 3 + 8 + 7 = 49
"The count here is 49, but I know that there are only 33 flamingos," Kira explained.
The girls clearly have a problem. Somewhere in this expression a set of parentheses is missing. One set of
parentheses can make all the difference in a solution. In this Concept, you will learn how to insert parentheses
to make a statement true. Pay close attention so that you can help Kira and Keisha.
Guidance
We can also use the order of operations to determine whether or not a numerical expression is true. The numerical
expressions that you will see in this Concept have already been evaluated.
Now you will use what you have learned to determine whether or not the statement is true. Remember, you will
need to use the order of operations.
Here is the order of operations once again.
Order of Operations
P - parentheses
E - exponents
Now, you will get to be a Math Detective.
As a math detective, you will be using the order of operations to determine whether or not someone elses work is
correct. Here is a worksheet that has been completed by Joaquin. Your task is to check Joaquins work and determine
whether or not his work is correct. Use your notebook to take notes.
55
1.12. Numerical Expression Evaluation
www.ck12.org
If the expression has been evaluated correctly, then please make a note of it. If it is incorrect, then re-evaluate the
expression correctly. Here are the problems that are on Joaquins worksheet.
Did you check Joaquins work? Lets see how you did with your answers. Take your notebook and check your
work with these correct answers. Lets begin with problem number 1.
We start by adding 4 + 1 which is 5. Then we multiply 7 5 and 7 2. Since multiplication comes next in our order
of operations. Finally we subtract 35 14 = 21. Joaquins work is correct.
Problem Number 2
We start by evaluating the parentheses. 3 times 2 is 6. Next, consider the exponents. 3 squared is 9 and 4 squared is
16. Finally we can complete the addition and subtraction in order from left to right. Our final answer is 22. Joaquins
work is correct.
Problem Number 3
We start with the parentheses, and find that 7 minus 1 is 6. There are no exponents to evaluate, so we can move to
the multiplication step. Multiply 3 2 which is 6. Now we can complete the addition and subtraction in order from
left to right. The answer correct is 13. Uh Oh, Joaquins answer is incorrect. How did Joaquin get 19 as an answer?
Well, if you look, Joaquin did not follow the order of operations. He just did the operations in order from left to
right. If you dont multiply 3 2 first, then you get 19 as an answer instead of 16.
Problem Number 4
Lets complete the work in parentheses first, 8 2 = 16 and 5 2 = 10. Next we evaluate the exponent, 3 squared is
9. Now we can complete the addition and subtraction in order from left to right. The answer is 17. Joaquins work
is correct.
Problem Number 5
First, we need to complete the work in parentheses, 6 3 = 18. Next, we complete the multiplication 2 3 = 6.
Now we can evaluate the addition and subtraction in order from left to right. Our answer is 30. Uh Oh, Joaquin got
mixed up again. How did he get 66? Lets look at the problem. Oh, Joaquin subtracted 18 2 before multiplying.
You cant do that. He needed to multiply 2 3 first then he needed to subtract. Because of this, Joaquins work is
not accurate.
56
www.ck12.org
How did you do?

Remember, a Math Detective can check any answer by following the order of operations.
Sometimes a grouping symbol can help us to make an answer true. By putting a grouping symbol, like parentheses,
in the correct spot, we can change an answer.
Lets try this out.
5 + 3 2 + 7 1 = 22
Now if we just solve this problem without parentheses, we get the following answer.
5 + 3 2 + 7 1 = 17
How did we get this answer? Well, we began by completing the multiplication, 3 2 = 6. Then we completed the
addition and subtraction in order from left to right. That gives us an answer of 17. However, we want an answer of
22.
Where can we put the parentheses so that our answer is 22?
This can take a little practice and you may have to try more than one spot too.
Lets try to put the parentheses around 5 + 3.
(5 + 3) 2 + 7 1 = 22
Is this a true statement? Well, we begin by completing the addition in parentheses, 5 + 3 = 8. Next we complete the
multiplication, 8 2 = 16.
Here is our problem now.
16 + 7 1 = 22
Next, we complete the addition and subtraction in order from left to right.
Our answer is 22.
Here are a few for you to try on your own. Insert a set of parentheses to make each a true statement.
Example A
6 + 3 + 4 + 7 2 = 34
Solution: 6 + (3 + 4 + 7) 2 = 34
Example B
8 7 + 3 8 5 = 65
Solution: 8 7 + 3 (8 5) = 65
57
www.ck12.org
Example C
2 + 5 2 + 18 4 = 28
Solution: (2 + 5) 2 + 18 4 = 28
Now back to Keisha and Kira. Here is the original problem once again.
"The flamingo count is off," Kira said to Keisha. Keisha looked over at the notebook Kira was holding and shrugged.
"What do you mean?" Keisha asked.
"Well, we have 33 flamingos, except the count in the notebook doesnt show that. Here is what I have written down,"
Kira explained. She showed the notebook to Keisha.
27 + 2 5 3 + 8 + 7 = 49
"The count here is 49, but I know that there are only 33 flamingos," Kira explained.
To make the expression match with a sum of 33 flamingos, Kira and Keisha need to add a set of parentheses. If we
group 3 + 8, we will have an accurate total. Take a look.
27 + 2 5 (3 + 8) + 7 = 49
Now when we use the order of operations, our sum is 33.
This is our answer.
Guided Practice
Here is one for you to try on your own. Insert a set of parentheses to make this a true statement.
4 + 2 3 + 7 5 + 82 = 76
Answer
To figure this out, we must first look to see where we could put a set of parentheses. Since we know that multiplication and division comes before addition and subtraction, it makes sense that we will need to group some part of
addition and/or subtraction to create a true expression.
Lets try 7 - 5.
4 + 2 3 + (7 5) + 82 = 76
Now we can evaluate the expression using the order of operations.
75 = 2
4 + 2 3 + 2 + 82 = 76
Next, we evaluate the exponent and multiply.
82 = 64
23 = 6
4 + 6 + 2 + 82 = 76
12 + 64 = 76
Our answer is correct.
Video Review
58
www.ck12.org
MEDIA
MEDIA
MEDIA
MEDIA

Explore More
Directions: Check each answer using order of operations. Write whether the answer is true or false.
1. 4 + 5 2 + 8 7 = 15
2. 4 + 3 9 + 6 10 = 104
3. 6 + 22 4 + 3 6 = 150
4. 3 + 6 3 + 9 7 18 = 66
5. 7 23 + 4 9 3 8 = 25
6. 2 33 + 7 3 = 183
59

7. 4 3 + 42 9 + 8 = 25
8. 32 23 + 14 9 = 77
9. 6 33 24 + 19 2 4 = 310
10. 5 2 + 52 10 2 7 = 8
Directions: Insert grouping symbols to make each a true statement.
11. 4 + 5 2 + 3 2 = 8
12. 2 + 3 2 4 = 6
13. 1 + 9 4 3 + 2 1 = 110
14. 7 + 4 3 5 2 = 23
15. 22 + 5 8 3 + 4 = 33
60
www.ck12.org
www.ck12.org
1.13 Single Variable Expressions

Here youll learn how to evaluate single variable expressions with given values.
Have you ever had a summer job? Were you able to save a lot of money?
Joshua has gotten a job at the city zoo for the summer. His love of animals prompted him to seek out the job, and
he was so excited when the zoo called to say that he had been hired for the job. There is only one problem, in his
excitement, Joshua forgot to ask how much he would be paid per hour.
Joshua thinks he remembers that the manager said he would be paid either $8.00 an hour or $9.00 an hour. Joshua is
planning to work 20 hours per week all summer.
He writes the following expression on a piece of paper.
20x =?
Now he isnt sure what to do. He knows that the unknown is the amount of money.
Can you help Joshua figure out how much he might earn?
Use what you learn in this Concept to figure out how much Joshua will earn if he is paid eight dollars an hour,
or how much he will earn if he is paid nine dollars an hour.
Guidance
In this Concept we begin with a new definition that we havent talked about before. It is the definition of a variable.
What is a variable ?
A variable is a letter that is used to represent an unknown quantity.
Often we use x or y to represent the unknown quantity, but any letter can be used as a variable.
Here are some variables.
a
b
c
Notice that the variables here are all lowercase letters. This is often the case with variables.
A variable can be used in any sort of mathematical expression.
A variable expression is an expression with one or more operations that has variables but no equals sign.
This means that we can have expressions and variable expressions. When we have a variable expression, we have an
expression with one or more operations and variables too.
To understand variable expressions a little better, lets think about some ways that we can show addition, subtraction, multiplication and division in mathematics. Addition can be shown by using a + sign. Subtraction
can be shown using a subtraction or minus sign . Multiplication can be shown a couple of different ways.
We can use a times symbol as in 5 6 = 30.

We can use two sets of parentheses. (5)(6) = 30
We can use a variable next to a number. 6x means 6 times the unknown x.
We can use one number next to parentheses. 4(3) = 12
61
1.13. Single Variable Expressions
www.ck12.org
Division can be shown in a couple of different ways.

We can use the division sign.
We can use the fraction bar. 62 means 6 2
Now that you are in sixth grade, you will begin to see operations shown in different ways.
Lets go back to variable expressions.
It is actually easy to evaluate different variable expressions when we have a given value for the variable.
Evaluate 5 + a, when a = 18.
Here we are going to substitute our given value for the variable. In this case, we substitute 18 in for a and then add.
5 + 18
23
Our answer is 23.
We can evaluate any variable expression as long as we have been given a value for the variable.
Evaluate b 22 when b is 40. Next, we complete the subtraction by substituting our given value 40 into the
expression for b.
40 22
18
Our answer is 18.
Evaluate 7x when x is 12. This is a multiplication problem. We substitute our given value in for x and then multiply.
7(12)
84
Now it is time for you to try a few on your own. Evaluate each expression using the given value.
Example A
Evaluate 17 + y when y is 12.

Solution: 29
Example B
Evaluate 5c when c is 9.
Solution: 45
62
www.ck12.org
Example C
Evaluate 8 x when x is 4.
Solution: 2
Now we can help Joshua. Here is the original problem once again.
Joshua has gotten a job at the city zoo for the summer. His love of animals prompted him to seek out the job, and
he was so excited when the zoo called to say that he had been hired for the job. There is only one problem, in his
excitement, Joshua forgot to ask how much he would be paid per hour.
Joshua thinks he remembers that the manager said he would be paid either $8.00 an hour or $9.00 an hour. Joshua is
planning to work 20 hours per week all summer.
He writes the following expression on a piece of paper.
20x =?
Our given values for the unknown, x, are eight dollars and nine dollars. Lets work with eight dollars first. We can
substitute 8 into the equation for x.
20 8 =?
Next we multiply.
160
At eight dollars an hour, Joshua will earn $160.00 per week.
Now lets try nine.
20 9 =?
180
At nine dollars an hour, Joshua will earn $180.00 per week.
Guided Practice

Evaluate
14
x
when x is 2.
Answer
Here we have a fraction bar which tells us that this is a division problem. We substitute the given value in for x and
divide.
14
=7
2
This is our answer.
Video Review
63
1.13. Single Variable Expressions
www.ck12.org
MEDIA
Khan Academy Evaluating an Expression
MEDIA
James Sousa Example of Evaluating an Expression
MEDIA

Explore More
Directions: Evaluate each of the variable expressions when a = 4, b = 5, c = 6

1. 5 + a
2. 6 + b
3. 7 + c
4. 8 a
5. 9c
6. 10a
7. 7c
8. 9a
9. 4b
10.
11.
12.
16
a
42
c
c
2
13. 15a
64
www.ck12.org
14. 9b
15.
15
b
65
1.14. Expressions with One or More Variables
www.ck12.org
1.14 Expressions with One or More Variables

Here youll learn how to evaluate multi - variable expressions with given values.
Joshua loves people and so he is working at the ticket counter at the zoo. His job is to count the people entering
the zoo each day. He does this twice. He counts them in the morning and in the afternoon. Sometimes he has more
people come in the morning and sometimes the counts are higher in the afternoon. Joshua loves his job. He loves
figuring out how much money the zoo has made from the ticket sales. Joshua has a thing for mental math. While
many of his friends think it is too difficult, Joshua enjoys figuring it out in his head.
To enter the zoo for the day, it costs an adult $7.00 and a child $5.00. Joshua has written the following expression to
help him to figure out the amount of money that the zoo makes in half a day. He divides his arithmetic up between
the morning and the afternoon.
7x + 5y
Here are his counts for Monday.
AM - 65 adults and 75 children
PM - 35 adults and 50 children
Here are his counts for Tuesday.
Given these counts, how much revenue (money) was collected at the zoo for the entire day on Monday? How much
money was collected at the zoo for the entire day on Tuesday? How much money was collected in the two days
combined? Joshua can figure this out using his expression.
66
www.ck12.org
Can you?
In this Concept, you will learn how to use a variable expression to solve a real-world problem. Pay close
attention. You will need these skills to figure out the zoo revenue for Monday and Tuesday.
Guidance
In this Concept, you are going to learn how to evaluate expressions that have multiple variables and multiple
operations.
Lets see what this looks like.
Evaluate 6a + b when a is 4 and b is 5. First, of all, you can see that there are two variables in this expression.
There are also two operations here. The first one is multiplication: 6a lets us know that we are going to multiply 6
times the value of a. The second one is addition: the + b lets us know that we are going to add the value of b. We
have also been given the values of a and b. We substitute the given values for each variable into the expression and
evaluate it.
6(4) + 5
24 + 5
29
Our answer is 29. Notice that we used the order of operations when working through this problem.
Order of Operations
P - parentheses
E - exponents
MD - multiplication and division in order from left to right
AS - addition and subtraction in order from left to right
Whenever we are evaluating expressions with more than one operation in them, always refer back and use
the order of operations.
Lets look at another example with multiple variables and expressions.
Evaluate 7b d when b is 7 and d is 11. First, we substitute the given values in for the variables.
7(7) 11
49 11
38
Our answer is 38.
What about when we have a dilemma that is all variables?
Evaluate ab + cd when a is 4, b is 3, c is 10 and d is 6.
We work on this one in the same way as the other examples. Begin by substituting the given values in for the
variables.
(4)(3) + (10)(6)
67
www.ck12.org
We have two multiplication problems here and one addition. Next, we follow the order of operations to evaluate the
expression.
12 + 60
72
Our answer is 72.
Now it is time for you to try a few on your own.
Example A
Evaluate 12x y when x is 4 and y is 9.

Solution: 39
Example B
Evaluate
12
a
+ 4 when a is 3.
Solution: 8
Example C
Evaluate 5x + 3y when x is 4 and y is 8.

Solution: 52
Now back to Joshua and the tickets. Here is the problem once again.
Joshua loves people and so he is working at the ticket counter. His job is to count the people entering the zoo each
day. He does this twice. He counts them in the morning and in the afternoon. Sometimes he has more people come
in the morning and sometimes the counts are higher in the afternoon. Joshua loves his job. He loves figuring out
how much money the zoo has made from the ticket sales. Joshua has a thing for mental math. While many of his
friends think it is too difficult, Joshua enjoys figuring it out in his head.
To enter the zoo for the day, it costs an adult $7.00 and a child $5.00. Joshua has written the following expression to
help him to figure out the amount of money that the zoo makes in half a day. He divides his arithmetic up between
the morning and the afternoon.
7x + 5y
Here are his counts for Monday.
Here are his counts for Tuesday.
Begin by underlining all of the important information in the problem, done here already.
68
www.ck12.org
First, we can start with Monday. Our expression remains the same. We can use 7x + 5y.
For Monday morning, the zoo had 65 adults and 75 children visit. Those are the given values that we can
substitute into our expression for x and y.
7(65) + 5(75)
455 + 375
$830.00
For Monday afternoon, the zoo had 35 adults and 50 children visit. Those are the given values that we can
substitute into our expression for x and y.
7(35) + 5(50)
245 + 250
$495.00
The total amount of money made on Monday is 830 + 495 = $1325. Next, we can figure out Tuesday. For
Tuesday morning, the zoo had 70 adults and 85 children visit. Those are the given values for x and y.
7(70) + 5(85)
490 + 425
$915.00
For Tuesday afternoon, the zoo had 50 adults and 35 children visit. Those are the given values for x and y.
7(50) + 5(35)
350 + 175
$525
The total amount of money made on Tuesday is 915 + 525 = $1440.
If we wanted to figure out the total amount of revenue for both days combined, we simply add the two totals
together.
$1325 + $1440 = $2765.00

Guided Practice

Evaluate a + ab + cd when a is 4, b is 9, c is 6 and d is 4.
Answer
First, we have to substitute the given values into the expression.
69

4 + 4(9) + 6(4)
Now we can evaluate using the order of operations.
4 + 36 + 24
64
This is our answer.
Video Review
MEDIA
MEDIA
MEDIA

Explore More
Directions: Evaluate each multi-variable expression when x = 2 and y = 3.

1. 2x + y
2. 9x y
3. x + y
4. xy
5. xy + 3
70
www.ck12.org
www.ck12.org
6. 9y 5
7. 10x 2y
8. 3x + 6y
9. 2x + 2y
10. 7x 3y
11. 3y 2
12. 10x 8
13. 12x 3y
14. 9x + 7y
15. 11x 7y
71
1.15. Words that Describe Patterns
www.ck12.org
1.15 Words that Describe Patterns

Here you will learn how to use expressions to solve real - world problems.
While working at the zoo one day, Joshua saw a customer drop her purse and a whole pile of change came flooding
out of it. Joshua ran over to help and immediately began picking up all kinds of coins. It seems that the clasp of the
womans change purse had snapped and sent money rolling over the ground.
Joshua picked up 30 pennies, 15 nickels, 10 dimes and 13 quarters. The woman was very grateful, and Joshua was
glad that he had been there to help out.
When he was walking away, Joshua wondered how much money the woman had dropped. This is a perfect example
of where a real - world problem and expressions can come in handy.
Pay close attention to this Concept and you will learn how to write an expression and solve for the sum of the
money.
Guidance
Money is a common source of dilemmas in real - life. Lets combine money and variable expressions to solve a real
- world problem.
Joanne has a pile of nickels and a pile of dimes. She counts her money and figures out that she has 25 nickels and
36 dimes. Given these counts, how much money does Joanne have in all?
The first thing that we need to do is to underline all of the important information in the problem.
Joanne has a pile of nickels and a pile of dimes. She counts her money and figures out that she has 25 nickels and
36 dimes. Given these counts, how much money does Joanne have in all?
Next, we need to write an expression with a variable.
.05x + .10y
A nickel is 5 cents. We can use decimal .05 to show that amount in dollars.
A dime is 10 cents. We can use decimal .10 to show that amount in dollars.
The x represents the number of nickels.
The y represents the number of dimes.
We have been given the number of dimes and nickels that Joanne has. We can substitute those values into our
expression for x and y.
.05(25) + .10(36)
Next, we evaluate the expression.
1.25 + 3.60 = $4.50

72
www.ck12.org
Joanne has $4.50 total. You can see why we changed the way we wrote the value of coins from cents to dollars
now, because our answer is in dollars.
Use the expression that Joanne used to figure out the following totals.
Example A
If you have 6 nickels and five dimes, what is the sum?
.05x + .10y
Solution: .80
Example B
If you have 15 nickels and 20 dimes, what is the sum?
.05x + .10y
Solution: $2.75
Example C
If you have 35 nickels and 40 dimes, what is the sum?
.05x + .10y
Solution: $5.75
These examples are the perfect practice for helping Joshua with his dilemma. Lets look at the original problem once
again.
While working at the zoo one day, Joshua saw a customer drop her purse and a whole pile of change came flooding
out of it. Joshua ran over to help and immediately began picking up all kinds of coins. It seems that the clasp of the
womans change purse had snapped and sent money rolling over the ground.
Joshua picked up 30 pennies, 15 nickels, 10 dimes and 13 quarters. The woman was very grateful, and Joshua was
glad that he had been there to help out.
When he was walking away, Joshua wondered how much money the woman had dropped.
First, Joshua will need to write an expression to explain the money that was found. Joshua picked up pennies,
nickels, dimes and quarters. Begin by writing the worth of each coin in the expression.
.01x + .05y + .10z + .25q

Next, substitute the number of each coin found.
73
1.15. Words that Describe Patterns
www.ck12.org
.01(30) + .05(15) + .10(10) + .25(13)

Finally, evaluate the expression for the sum of the dropped money.
The answer is $5.30.
Guided Practice
Here is a problem for you to try on your own. Use the given information to write an expression and solve for the
sum.
Imagine that you have found a pile of money in a drawer. In it, you have 10 nickels, 5 dimes and 15 quarters. How
much is the sum of the money that you have found?
Answer
First, you have to write an expression. Nickels are worth .05, dimes are worth .10 and quarters are worth .25. Now
you can write an expression.
.05x + .10y + .25z

Next, you can substitute in the numbers of each coin that we found. You found 10 nickels, 5 dimes and 15 quarters.
.05(10) + .10(5) + .25(15)
.50 + .50 + 3.75

Our total is $4.75 .
Video Review
MEDIA
MEDIA
74
www.ck12.org
MEDIA

Explore More
Directions: Write an expression for each money amount and evaluate it by using the given information.
1. 15 quarters
2. 10 dimes and 3 quarters
3. 30 nickels and 15 dimes
4. 6 quarters and 60 nickels
5. 21 quarters and 14 dimes
6. 6 dimes, 10 nickels and 120 pennies
7. 18 quarters and 12 half - dollars.
8. 32 dimes, 16 nickels and 11 quarters
9. 18 nickels, 33 dimes and 39 quarters
10. 27 dimes, 87 pennies, 12 quarters
11. 10 pennies, 15 nickels, 9 dimes and 27 quarters
12. 35 quarters and 98 nickels
15. 70 nickels, 63 dimes, 82 pennies and 55 quarters
16. 12 nickels, 33 dimes, 17 pennies and 80 quarters
75
1.16. Problem-Solving Models
www.ck12.org
1.16 Problem-Solving Models

Here youll learn how to use a problem solving plan.
Have you ever wondered how to solve a word problem or a story problem? Well, when you understand how to use a
problem solving plan; it can make things a lot simpler.
Tyler loves to visit the orangutans at the city zoo. The orangutans are one of four living types of great apes. They
are reddish-orange in color and swing and climb all around. Tyler thinks that they are very social as the orangutans
often come up to the glass to peer at him when he visits. Tyler could stay at the orangutan exhibit for hours. In his
last visit, Tyler saw a sign about orangutan adoption at the zoo. This piqued his interest, so he investigated more
about it. At many zoos, including the city zoo in Tylers town, you can adopt a specific animal or species of animal.
Any money donated goes directly to the care of this species of animal. You can adopt an animal for any amount
from $35 to $1000. Tyler has decided to use the money from his summer job to adopt an orangutan.
Tyler is working this summer doing yard work for his neighbors. Because of his excellent work ethic, he has many
clients. Tyler figures out that he will make $125.00 per week on yard work.
There are different adoption pledge levels:
Bronze = $35 $100

Silver = $100 $500
Gold = $500 $1000
If Tyler works for eight weeks, how much money will he collect? How much can he pledge to adopt the orangutan
for at the end of eight weeks? What will Tylers pledge level be?
To help Tyler figure this out, we are going to use a problem-solving plan.
In this Concept, you will learn all about a four-part problem-solving plan that can help you figure out how
much money Tyler can use for his orangutan adoption.
Guidance
There are four parts to a problem solving plan.

76
www.ck12.org
Four-Part Problem-Solving Plan
Read and understand a given problem situation.

Make a plan to solve the problem.
Solve the problem and check the results
Compare alternative approaches to solving the problem.
When looking at a problem, we first need to read it and underline all of the important information. Sometimes you
will be given information that is not necessary to solving the problem. Next, you will need to figure out how you are
going to solve the problem.
Now, lets go back and think about Tyler and his orangutan dilemma. Tyler loves to visit the orangutans at the city
zoo. The orangutans are one of four living types of great apes. They are reddish-orange in color and swing and
climb all around. Tyler thinks that they are very social as the orangutans often come up to the glass to peer at him
when he visits. Tyler could stay at the orangutan exhibit for hours. In his last visit, Tyler saw a sign about orangutan
adoption at the zoo. This piqued his interest and so he investigated more about it. At many zoos, including the city
zoo in Tylers town, you can adopt a specific animal or species of animal. Any money donated goes directly to the
care of this species of animal. You can adopt an animal for any amount from $35 to $1000. Tyler has decided to use
the money from his summer job to adopt an orangutan.
Tyler is working this summer doing yard work for his neighbors. Because of his excellent work ethic, he has many
clients. Tyler figures out that he will make $125.00 per week on yard work.
There are different adoption pledge levels:
Bronze = $35 $100

Silver = $100 $500
Gold = $500 $1000
If Tyler works for eight weeks, how much money will he collect? How much can he pledge to adopt the orangutan
for at the end of eight weeks? What will Tylers pledge level be?
There is a lot of information in this problem.
Some of it we need and some of it we dont.
Notice that there are three questions at the end of the problem. These questions tell us what we need to solve
for this problem.
1. If Tyler works for eight weeks, how much will he collect?
2. How much can he pledge to adopt the orangutan?
3. What will his pledge level be?
The first thing that we will need to figure out is how much money Tyler will make in 8 weeks. Here is the
information that we have been given in the problem.
Tyler makes $125.00 per week.
Tyler works for 8 weeks.
Until we know how much he will make in 8 weeks, we cant move on to answering any other questions. We
need a plan to help us. Each week, Tyler filled in the amount of money he made. He wrote this amount in on
Friday. Tyler made $125.00 per week for 8 weeks.
Once you have the given information, you will need to choose an operation to help you solve the problem.
Which operation can help us to figure out Tylers total at the end of eight weeks? We could use addition or
77
www.ck12.org
multiplication. Since multiplication is a short cut, lets use multiplication. This is our plan for solving the
problem.
You can see how we are using a problem solving plan with this problem. Before we finish helping Tyler solve his
problem, it is time for you to practice.
Try a few of these problems using a problem solving plan.
Example A
A small lion weighs in at 330 pounds. If a large lion weighs in at 500 pounds, what is the difference in weight
between the two lions?
Solution: 170 pounds
Example B
If there are four large lions in the habitat, how much do the lions weigh in all?
Example C
If there are five small lions in the habitat, what is the total weight of the small lions?
Back to Tyler and the orangutan, now we can apply our plan.
To solve the problem and check our results, we are going to first write an equation. We use multiplication and our
given information to write this equation.
$125 8 = total amount of money made
$1000 = the total amount of money made
Our answer is that Tyler made $1000 in eight weeks. Next, we need to check our results. The best way to
check our results is to think about other ways that we could have solved the problem. If we get the same
answer using a different strategy, then we can be sure that our work is accurate.
We chose to use multiplication to figure out the sum of Tylers money.
Is there another way that we could have solved the problem? We could have used repeated addition to solve
the problem. Lets do this and then see if we get the same answer that we did when we multiplied.
2 4
1 25
125
125
125
125
125
125
+ 125
1000
78
www.ck12.org
Our answer is $1000.

By solving this problem using another method, we can be sure that our work is correct.
Now we can sum up our results.
If Tyler works for eight weeks and makes $125.00 per week, he will have $1000 to adopt an orangutan. Given
the pledge levels, Tyler will be at the highest pledge level. Tylers purchase will be a GOLD level adoption.
Tyler lets us know that everyone can make a difference. You can investigate adopting an animal by visiting your
local zoo or animal shelter.
Guided Practice

Zebras are interesting animals. There are two types of zebras categorized by their scientific names. We can nickname
the two types as Grevys and Burchells. A Grevys Zebra can weigh between 770 and 990 pounds. What is the
difference between the smallest Grevys zebra and the largest Grevys zebra?
Answer
Anytime you see the word "difference" in a problem, you should know that you will need to use subtraction to solve
the problem. In this practice problem, you need to figure out the difference between the two weights for the zebras.
Lets set it up.
990 770 = 220
There is a 220 pound difference between the two types of zebras.
Video Review
MEDIA
Khan Academy: Word Problem Solving Plan 1

Explore More
Directions: Use what you have learned about the four-part problem-solving plan to answer each question.
1. Jana is working in the ticket booth at the Elephant ride. She earns $8.00 per hour. If she works for 7 hours, how
much will she make in one day?
2. If Jana makes this amount of money for one day, how much will she make after five days of work?
3. If Jana works five days per week for 4 weeks, how much money will she make?
4. If Jana keeps up this schedule for the ten weeks of summer vacation, how much money will she have at the end
of the summer?
5. Jana has decided to purchase a bicycle with her summer earnings. She picks out a great mountain bicycle that
costs $256.99. How much money does she have left after purchasing the bicycle?
79
www.ck12.org
6. Zoey goes with Tyler to see the orangutans. She is really interested in how much an orangutan eats in one day.
Zoey asks the zookeeper for this information. The zookeeper says that each orangutan will eat about 12 kg of fruit
and vegetables every time it eats. They also eat every 6-8 hours. If an orangutan eats every 6-8 hours, how many
times does one eat in a 24 hour period?
7. If an orangutan eats 12 kg every time it eats, and it eats three times per day, how many kilograms of food is
consumed each day?
8. If the orangutan eats 4 times per day, how many kilograms of food is consumed?
9. If there are 12 orangutans in the habitat at the zoo, how many kilograms of food is consumed per feeding?
10. Given this number, if all 12 eat three times per day, how many kilograms are consumed in one day?
11. If all 12 eat four times per day, how many kilograms are consumed in one day?
12. A giraffe can step 15 feet in one step. If a giraffe takes 9 steps, how many feet of ground did the giraffe cover?
13. If a giraffes tongue is 27 inches long, and a tree is 3 feet away from where he is standing, can the giraffe reach
the tree with its tongue?
14. How many inches closer does the giraffe need to move to be able to reach the tree?
15. A male giraffe can eat up to 100 pounds of food in a day. If a female giraffe eats about half of what a male eats,
how many pounds does the female consume in one day?
16. If a male giraffe were to eat 98 pounds of food in one day, how many pounds would be consumed in one week?
17. How much food would be consumed in one month?
18. If a giraffe travels 15 feet with one step, how many steps would it take the giraffe to cover 120 feet?
19. How many steps would it take for a giraffe to walk the length of a football field, which is 360 feet?
20. If a lion can sleep 20 hours in one day, how many hours is a lion asleep over a period of three days?
80
www.ck12.org
1.17 Guess and Check, Work Backward

Here youll learn how to solve problems using the strategy guess, check and revise.
Have you ever wondered about different types of elephants? Well, different elephants have different characteristics
for example, what they eat or where they live. Lets think about what they weigh.
There are two elephants at the city zoo, and they are also two different kinds of elephants. One is an African Elephant
and the other is an Indian Elephant. An African elephant is larger than an Indian elephant. One of the fun jobs that
city zookeepers get to do is to weigh in the elephants. It is always interesting to see how much each elephant weighs.
Tara Jonsen gets the fun job of weighing Jojo, a male African Elephant and Junas, an Indian Elephant. She wonders
if just this once Junas will weigh more than Jojo. Jojo weighs 4,000 pounds more than Junas. Their combined
weight is 26,000 pounds. Tara leads them both back to their habitats. When she returns to the log book, she realizes
that she forgot to write down each specific weight. She remembers two things. That Jojo weighs 4,000 pounds more
than Junas. That their combined weight was 26,000 pounds. Given this information, can Tara figure out what each
elephant weighed?
Using the strategy guess, check and revise, you can help Tara figure out what each elephant weighed.
Guidance
In our last Concept, we worked on reading and understanding a given problem situation. We used this first step of
the four-part problem-solving plan as we worked with Tyler and his orangutan adoption problem.
Now we are going to apply this first step to the elephant problem.
Lets look at the problem once again so that we can determine the given information and identify what information
we are looking for.
Here is the problem.
There are two elephants at the city zoo, and they are also two different kinds of elephants. There is an African
Elephant and an Indian Elephant. An African elephant is larger than an Indian elephant. One of the fun jobs that city
zookeepers get to do is to weigh in the elephants. It is always interesting to see how much each elephant weighs.
81
1.17. Guess and Check, Work Backward
www.ck12.org
elephant weighed?
Our given information is:
Jojo weighs 4,000 pounds more than Junas.
Their combined weight is 26,000 pounds.
To understand this problem, we need to figure out two unknowns. We need to figure out what Junas weighed
and what Jojo weighed. There is a relationship between the two weights.
We can work on figuring out the weights of the two elephants by using guess, check and revise. Guess, check and
revise has us guess numbers that we think might work and try them out. Since we dont know a lot about what the
two elephants weighed, this is probably a good strategy for this problem.
Jojo-lets call his weight x
Junas-lets call his weight y
x + 4000 + y = 26, 000

Here is an equation that represents our problem. Lets guess a few numbers that might work in this problem.
What if Junas weighed 10,000 pounds? We can say that Junas weight + 4000 = Jojos weight. Here is our new
equation. Lets see if it works.
10, 000 + 4000 = 14, 000 = Jojos weight

10, 000 = Junas weight
14, 000 + 10, 000 = 24, 000
Uh oh, our number is too small. We need to revise. We could keep guessing numbers until we find ones that
work.
Lets practice with a few examples.
Example A
Kyle caught 15 fish in one day. In his first bucket he put 1 more fish than his second. How many fish were in his first
bucket?
Solution: 8 fish
Example B
How many fish were in his second bucket?

Solution: 7
Example C
If he put double the amount of fish in his first bucket, how many more did he add? What is the new total in the first
bucket?
82
www.ck12.org
Solution: 8 more fish for a total of 16 fish

If Tara keeps on guessing, checking her work and revising, eventually she will figure out that Jojo weighs 15,000
pounds and Junas weighs 11,000 pounds.
Guided Practice

Betsy picked a bunch of apples. She wanted to give some to her neighbor. She kept a bowl of apples for herself and
gave her neighbor five more apples than she kept herself.
If the total number of apples picked was 25, how many did Betsy keep for herself?
Answer
To solve this problem, we can write the following.
x + (x + 5) = 25
Now we can guess until we get the correct answer.
Lets use x for Betsys apples. What about if she kept 10 apples? Does that work?
10 + (10 + 5) = 25
This works!
Betsy kept 10 apples and gave her neighbor 15 apples.
Video Review
MEDIA
Khan Academy: Word Problem Solving Plan 1

Explore More
Directions: Solve each of the following problems using the four part problem solving plan.
A small lion weighs in at 330 pounds. A large lion weighs in at 500 pounds.
1. If there are four large lions in the habitat, how much do the lions weigh in all?
2. If there are five small lions in the habitat, what is the total weight of the small lions?
3. If a lion can sleep 20 hours in one day, how many hours is a lion asleep over a period of five days?
4. If a lion sleeps this much, how many hours is the lion awake over a period of three days?
5. A Burchells zebra is smaller than a Grevys zebra, the Burchells zebra weighs about 550 pounds. What is the
difference between the small zebra and the large Grevys zebra weighing 990 pounds?
6. What is the weight difference between a small Grevys zebra and a zebra weighing 880 pounds?
83
1.17. Guess and Check, Work Backward
www.ck12.org
7. What is the weight difference between a small Grevys zebra and a large zebra weighing 900 pounds?
8. An adult African male elephant weighs 15,400 pounds. What is the difference between its weight and the weight
of a large Grevys zebra?
9. What is the difference between the African elephants weight and the weight of the small Burchells zebra?
10. Dana caught twenty-eight fish. She wants to divide the fish into four baskets. If she does this, how many fish
will be in each basket? Can she put the same number of fish in each basket?
11. Carl also went fishing. He caught five fish on the first day and four fish on the next day. If he continues this
pattern on what day will he not catch any fish?
12. Jessie loves to cook fish after she catches them. She is having ten people over for dinner. If each person eats a
half of a fish, how many fish will she need to cook to feed all ten people?
13. Cass takes people out on a fishing boat to go deep sea fishing. With his strategies, people often catch double the
amount of fish that they do regularly. If someone normally catches three fish in a day, how many fish will they catch
using Cass strategy?
14. If you were someone who usually caught thirty-five fish in one week, how many fish would you catch on average
per day?
15. if you caught thirty - five fish in one week, how much would that be in one month?
84
www.ck12.org
1.18 Problem Solving Plan, Mental Math

Here youll learn how to solve problems by using mental math.
Remember the elephants in the last Concept? Well, you could have used mental math to solve that problem instead
of guess, check and revise. Here it is again.
elephant weighed?
Use this Concept to learn how to use mental math as a problem solving strategy.
Guidance
In our last Concept, we worked on reading and understanding a given problem situation. We used this first step of
the four-part problem-solving plan as we worked with Tyler and his orangutan adoption problem.
Now we are going to apply this first step to the elephant problem.
Lets look at the problem once again so that we can determine the given information and identify what information
we are looking for.
There are two elephants at the city zoo, and they are also two different kinds of elephants. There is an African
Elephant and an Indian Elephant. An African elephant is larger than an Indian elephant. One of the fun jobs that city
zookeepers get to do is to weigh in the elephants. It is always interesting to see how much each elephant weighs.
85
1.18. Problem Solving Plan, Mental Math
www.ck12.org
elephant weighed?
Lets underline all of the important information.
Our given information is:
Jojo weighs 4,000 pounds more than Junas.
Their combined weight is 26,000 pounds.
To understand this problem, we need to figure out two unknowns. We need to figure out what Junas weighed
and what Jojo weighed. There is a relationship between the two weights.
We can use mental math to solve this problem. If we take the total amount of weight, 26,000 pounds, and subtract
4,000 since that is the difference between the two elephants, we get a new answer.
22,000 pounds
We can next divide it in half for the two elephants.
22, 000 2 = 11, 000
That is the weight if the elephants were equal. But one weighs more than the other so we can add 4,000 to 11,000.
Jojo weighs 15,000 pounds
Junas weighs 11,000 pounds
Lets use mental math to solve a few examples.
Example A
Travis lives in Florida and loves going to pick strawberries during strawberry season. He can fit 25 strawberries in
one box. If he is given a barrel of 500 strawberries, how many boxes will it take for Travis to sort the strawberries?
Solution: 20 boxes
Example B
If he fills 40 boxes during his shift at work, how many strawberries did he start with?
Solution: 1000
Example C
If Travis works two shifts, at this rate, how many boxes will he fill?
Solution: 80 boxes
Now you know that you can use mental math to help Tara solve the elephant dilemma. Here is the original problem
once again.
86
www.ck12.org
elephant weighed?
Now lets use mental math to figure out the solution to Taras problem.
(x + 4000) + y = 26, 000

Remember that one value is 4,000 more than the other value.
We can use mental math to figure this out.
Think about if 10,000 would work.
(10, 000 + 4, 000) + 10, 000 = 24, 000
This would have one elephant weighing 14,000 and one weighing 10,000. Our weights arent enough.
We can use mental math to figure out how to add 2,000 more pounds.
(11, 000 + 4, 000) + 11, 000 = 26, 000
Jojo weighs 15,000 pounds and Junas weighs 11,000 pounds.
This is our answer.
Guided Practice
Here is one for you to try on your own. Look at the examples in the Guidance part of the Concept.
How many strawberries did Travis sort over both shifts?
Answer
Travis sorted 1000 strawberries in one shift at work. If he worked two shifts, at the same rate, it means that he sorted
2000 strawberries during the two shifts.
87
1.18. Problem Solving Plan, Mental Math
www.ck12.org
Video Review
MEDIA
Khan Academy: Word Problem Solving Strategies

Explore More
Directions: Use mental math to solve each of the following problems.

1. Josie helps tag the strawberries. She tags them at $2.00 per pint. If she sells 100 pints, how much money has she
made?
2. If Josie sells $400.00 worth of strawberries, how many pints has she sold?
3. Josie also enjoys making strawberry milkshakes. If it takes 5 strawberries to make one milkshake, how many can
she make with 20 strawberries?
4. If Josie makes 35 strawberry milkshakes in one day, how many strawberries does she need to accomplish this
task?
5. If there are 25 strawberries in a pint, how many pints does Josie use to make her 35 milkshakes?
6. Carl loves to collect old vinyl records. He has a whole collection that he received from his Dad. If he has five
different categories of records with twenty records in each category, how many records does Carl have altogether?
7. Julie is a friend of Carls. She brought over her collection of records. Julie has 254 records. If she and Carl were
to combine their collections, how many would they have altogether?
8. When Carl and his Mom went to a yard sale, Carl got a box of vinyl records for $25.00. He brought them home
and looked in the box. Out of 30 records, five of them were broken or scratched. If he puts these new records with
his collection, how many does he now have?
9. Carls sister borrowed ten records to show her friend. How many are left in Carls collection?
10. Mario is an outstanding skateboarder. He recently purchased a new skateboard. He wants to sell his old one. A
friend wishes to buy it for $45. If he gives Mario three twenty dollar bills, how much change should Mario give his
friend?
11. If Mario buys a new skateboard for double the price that he sold his old one, how much did he pay for the new
skateboard?
12. If Mario has $100.00 and he buys the skateboard for double the price that he sold his old one, does he have
enough money to make the purchase?
13. Did he receive any change back at the skateboard shop? How much?
14. Karen collects fairy figurines. She was given 3 for her birthday, 2 for Christmas, 4 from her grandmother and 3
she bought on her own. How many fairy figurines does she have in all?
15. Karens little sister loves one of the figurines. Karen has decided to give her the little fairy as a gift. After she
does this, how many figurines will Karen have left?
16. At a yard sale, Karen bought 5 fairies for $20.00. How much did she pay per fairy?
88
www.ck12.org
17. How many fairies does Karen have now?

18. Karens friend Emily also collects fairies. If Emily has twice as many fairies as Karen, how many does she have?
19. Jamie runs track at school. He is one of the fastest runners on the team and runs one mile in about 5 minutes.
How long will it take Jamie to run 10 miles?
20. If Jamie runs a 3 mile race, about how much time will it take to run the 3 miles at his one mile pace?
Summary
Having completed this chapter, students are now ready to move on to Chapter Two. Each Concept has provided
students with an opportunity to engage and practice skills in many Concepts including whole number operations,
estimation, powers, bases and exponents, numerical expressions, the order of operations and problem solving plans
and strategies.
89
www.ck12.org
C HAPTER
2 Statistics and Measurement
Chapter Outline
2.1
C USTOMARY U NITS OF L ENGTH
2.2
M ETRIC S YSTEM
2.3
A PPROPRIATE M EASUREMENT TOOLS
2.4
P ERIMETER OF S QUARES AND R ECTANGLES
2.5
A REA OF S QUARES AND R ECTANGLES
2.6
U NKNOWN D IMENSIONS U SING F ORMULAS
2.7
D ISTANCES OR D IMENSIONS G IVEN S CALE M EASUREMENTS
2.8
S CALE D ISTANCES OR D IMENSIONS
2.9
F REQUENCY TABLES TO O RGANIZE AND D ISPLAY DATA
2.10
L INE P LOTS FROM F REQUENCY TABLES
2.11
BAR G RAPHS
2.12
D OUBLE BAR G RAPHS
2.13
M ULTIPLE BAR G RAPHS
2.14
P OINTS IN THE C OORDINATE P LANE
2.15
L INE G RAPHS TO D ISPLAY DATA OVER T IME
2.16
P IE C HARTS
2.17
C IRCLE G RAPHS TO M AKE BAR G RAPHS
2.18
M EAN
2.19
M EDIAN
2.20
M ODE
2.21
R ANGE OF S PREAD /D ISPERSION
Introduction
content of each Concept. Students are given opportunities to practice the skills of each Concept through realworld situations, examples, guided practice and independent practice sections. In this second chapter, Statistics and
Measurement, students will engage in the following Concepts: customary and metric measurement with units and
tools, perimeter, area, scale measurement, data displays, coordinate grids, mean, median and mode as well as circle
graphs.
90
www.ck12.org
Chapter 2. Statistics and Measurement
2.1 Customary Units of Length

Here youll learn how to measure length in customary units.
Have you ever planted a garden? Have you ever looked at a package of seeds to see how tall a plant would grow or
how far you should plant them apart?
Well, Tania is going to plant a vegetable garden with her brother Alex. Tania is going to start the plants as seedlings
and then transfer them outside.
To get started, Tania does a little research about starting tomatoes. On the package, she reads that she should plant
each seed 1/4" deep and 1/2" apart. Then she notices that the next instruction says that she should cover the seeds so
that they are 1/4" deep.
Tania takes out her ruler and gets started.
To be successful in her task, Tania will need to know how to measure length in customary units. Pay attention
during this Concept and you will learn how to help Tania.
Guidance
Measurement is a concept that appears all the time in everyday life. How far apart are two houses? How long is a
basketball court? How far is the Earth from the sun? Sometimes we need to measure a long distance and sometimes
we need to measure very short distances. You have probably measured many things before in your life.
If we measure length, we measure the distance between two points, two things or two places. For the tomato plant
question, we want to measure how long something is. To measure length, we need to use a unit of measure.
Lets begin by learning about the Customary Units of measurement for measuring length.
The most common Customary Units of measurement are the inch, the foot, the yard and the mile.
The inch is the smallest of these units of measurement. There are 12 inches in 1 foot. There are 3 feet in 1 yard.
There are 5,280 feet in 1 mile. Whew! That is a lot of measuring. Lets go back to the inch and work with that one
first.
Inches
One inch is roughly the length of your thumb from the tip to the knuckle. The ruler below is shows inch long
segments (not shown to actual scale).
We can measure small things in inches. That is what makes the most sense. Here is a picture of a crayon. Lets look
at how long the crayon is in inches.
91
2.1. Customary Units of Length
www.ck12.org
We can also divide up the inch. An inch can be divided into smaller units. We can divide the inch into quarters.
00 00 00
Look at this ruler. We can see 14 , 12 , 34 .
Beyond that, we can measure things as small as eighths. This means that each inch can be divided into 8 units. Two
times this smallest unit is one fourth of an inch. Lets look at what one fourth of an inch looks like on a ruler.
We use inches and parts of inches to measure small items.

Feet
The next unit we use is the foot. To abbreviate the foot we write f t (for example, 3 ft). One foot is roughly the
length from your elbow to the end of your fingers. We can use a ruler to measure feet, because a ruler is exactly one
foot long.
92
www.ck12.org
As you can see, one foot is much longer than one inch. We therefore use feet to measure bigger objects, such as
the height of a door or the length of a car. We can also use feet to measure the distance between things. When two
people stand apart, it would take a lot of inches to measure the distance between them. In this case, we can use feet.
Yards
A unit of measurement that you will sometimes hear about is yards. There are three feet in one yard. You can think
about yards as being a measurement shortcut.
The rope was 2 yards long. How long was the rope in feet? Well, you can think about this mathematically. If the
rope was 2 yards long and there are 3 feet in every yard then we can multiply to figure out the number of feet that
the rope is.
32=6
The rope is 6 feet long.
It makes sense to use inches, feet and yards when measuring short distances or the length of objects or people. We
use these customary units of measurement all the time in our everyday life.
What happens when we want to measure long distances-like the distance between two houses or two cities? It
would be very complicated to use feet or yards to figure this out.
In a case like this, we use our largest customary unit of length- the mile.
Miles
There are 5,280 feet in one mile. The best thing for you to remember about miles right now is that miles are used to
measure very long distances.
Here are few things for you to measure in inches. Find examples of these things and measure them.
Example A
Pencil
Solution: Answers will vary. Check your measurement with a peer.
Example B
Your Sneaker
Solution: Answers will vary. Check your answers with a peer.
Example C
Your math notebook

Solution: Answers will vary. Check your answers with a peer.
Now lets think about Tania and her tomato plants. Here is the original problem once again.
Tania is going to plant a vegetable garden with her brother Alex. Tania is going to start the plants as seedlings and
then transfer them outside.
93
2.1. Customary Units of Length
www.ck12.org
To get started, Tania does a little research about starting tomatoes. On the package, she reads that she should plant
each seed 1/4" deep and 1/2" apart. Then she notices that the next instruction says that she should cover the seeds so
that they are 1/4" deep.
Tania takes out her ruler and gets started.
This problem doesnt exactly ask you to figure something out. However, you should now understand that how to
find each of the measurements for the tomatoes on a ruler. Look at the following ruler and identify where 1/4" and
where 1/2" are located. Then you are ready to move on in the Concept.
Guided Practice

Kyle is going to help his mother put a fence up in their yard. If he is going to be measuring the distance between
fence posts and the height of the fence, which measurement unit will Kyle need to work accurately?
Answer
Inches will be too small for Kyle, and it doesnt make sense to use miles. Kyle will need to use feet as he works on
the fence.
Video Review
MEDIA
Khan Academy Adding Different Units of Length

Explore More
Directions: Write the appropriate customary unit of measurement for each item.
1. The height of a sunflower
2. The depth to plant a seed in the soil
3. The height of a tree
94
www.ck12.org
4. The area of a garden plot

5. The distance from a garden to the local farm store
6. The length of a carrot
7. A stretch of fencing
8. The length of a hoe
9. The distance between two seedlings planted in the ground
10. The height of a corn stalk
11. A piece of pipe for a water line
12. The depth of a pool
13. The distance across a lake
14. The distance from your home to school
15. The size of a paperclip
16. The measure of a length of thread
95
2.2. Metric System
www.ck12.org
2.2 Metric System

Here youll learn how to measure length in metric units.
Have you ever wondered how to use metrics to measure the height of a plant? Tania is working on growing tomato
plants, and she will be using metric units of measurement.
Tania has decided to begin with tomatoes. It is early spring, so she knows that it is probably the best time to begin.
She has gathered her supplies and a pack of seeds. Tania begins reading the package and learns that there are all
kinds of measurement issues when planting seeds. The package says that she should plant each seed 3 mm deep.
Tania is wondering how deep she should plant each seed.
Guidance
In science classes, and anywhere outside of the United States, we measure length with the metric system. The most
common units that we use to measure length in this system are the millimeter, centimeter, meter, and kilometer. This
Concept will give you an overview of each measurement unit. Lets take a look at each.
Millimeter
The millimeter is the smallest commonly used unit in the metric system. When we measure something in millimeters,
we use mm as an abbreviation for millimeter. A millimeter would be used to measure something that is very small,
like a seed.
Centimeter
The centimeter is the next smallest unit of measurement. To abbreviate centimeters we write cm (for example, 3 cm).
Centimeters are even smaller than inches. One centimeter is only the width of a staple. This ruler shows centimeters.
We can use a ruler to measure centimeters and millimeters. On many rulers, we can see both the customary
units of measurement and the metric units of measurement. You can see inches, centimeters and millimeters on
this ruler. What about when we have to measure something that is longer than a ruler? When we are measuring
96
www.ck12.org
something that is longer it doesnt make sense to use centimeters or millimeters. We could use them, but it would
take a very long time to count all of those centimeters or millimeters. Instead, we can use two larger units of
measurement. We can use the meter and the kilometer.
Meters
The next metric unit we use is the meter. To abbreviate the meter we write m (for example, 8 m). A meter is longer
than a foot. Actually, a meter is just about the same length as a yard. One meter is roughly the length from your
finger tips on one hand to the fingertips on your other hand if you stretch your arms out to your sides. Go ahead and
try this right now with a peer. As you can see, one meter is much, much longer than one centimeter. It actually
takes 100 centimeters to equal one meter. We use meters to measure bigger objects or longer distances, such as the
depth of a pool or length of a hallway. We could use a meter stick to measure meters. A meter stick is exactly one
meter long.
This is a bit complicated, however, when an object or distance is several meters long. We have to make a mark on
the object being measured at the end of the meter stick, then move the meter stick down and make another mark
to show the next meter. It is easier to use a tape measure. Tape measures often show customary units (feet and
inches) down one side and metric units (centimeters and meters) down the other.
What about when we want to measure much longer distances and it doesnt make sense to use meters? That
is when we use kilometers.
Kilometers
Kilometers are very long. To abbreviate the word kilometer we write km (for example, 12 km). Like miles, we use
kilometers to measure long distances, such as the distance from your house to the store or from one town to another.
Kilometers are only a little more than 1/2 as long as miles, but they are much longer than meters. In fact, there are
1,000 meters in a kilometer!
Here are a items for you to practice measuring using millimeters and centimeters. We will be working with meters
and kilometers a little later.
Example A
Solution: 6 1/2 cm
97
2.2. Metric System
www.ck12.org
Example B
Solution: 4 3/4 cm
Example C
A paper clip
Solution: Answers will vary. Check your measurements with a peer.
Now lets go back to Tania. Tania takes a ruler and measures 3 mm on the plant pot. Then she plants the seed.
You can look at a ruler and find 3 mm on it. This will help you to see the length of Tanias measurement.
Tanias next concern is the length of the stem after germination. Tania does not want the stems to be long and
leggy. Tania decides to use inches to measure the stems as her plants grow. This way she can be sure that they
are the correct size when replanted.
Tania has started her tomato plants.
Guided Practice

Sasha is making a dress, however the pattern for the dress is measured in metric units. Sasha isnt very familiar with
metrics, in fact, she isnt sure which unit she should be using for the measurements. Given what you have learned in
this Concept, which metric unit should Sasha use? Which unit will make the most sense when she needs to purchase
material?
Answer
A meter can be compared to a little more than 3 feet or to a yard. Since material is often measured in yards, it makes
the most sense for Sasha to use meters.
Video Review
98
www.ck12.org
MEDIA
Khan Academy Adding Different Units of Length

Explore More
Directions: Choose the appropriate unit of length using metric units for each item listed below.
1. The depth to plant a seed in the soil
2. The height of a tree
3. The area of a garden plot
4. The distance from a garden to the local farm store
5. The length of a carrot
6. A stretch of fencing
7. The length of a hoe
8. The distance between two seedlings planted in the ground
9. The height of a corn stalk
10. A road race
11. A grub collected from the garden
12. The width of a garden row
13. The length of a garden row
14. The size of a small seed
15. The distance that a tractor can travel on a large farm per day
99
2.3. Appropriate Measurement Tools
www.ck12.org
2.3 Appropriate Measurement Tools

Here youll learn how to choose the appropriate tool given each measurement situation.
Remember the problem about Sasha from the last Concept? Have you ever tried to make a dress? Well, here is a
second part of that problem.
Sasha has figured out that she needs to use meters to measure her dress. After a trip to the fabric store, she came
home with two and a half meters of cloth and began to attach the pattern to the material that she bought. However,
she began to have challenges when she realized that she would need to use a tool to measure. Sasha thinks she should
use a meter stick, but she isnt sure.
This Concept is all about tools. By the end of it, you will know whether Sasha has made the correct choice or
not.
Guidance
Whether you are measuring the length of items using the customary system of measurement or the metric system of
measurement, you will still have to decide which measurement tool is the best one to use.
What kinds of tools can we use to measure length? We have already talked about a couple of different tools. Lets
look at those and some that we havent talked about yet.
Rulers
Tape measures
Yard sticks
Meter sticks
Rulers
Rulers are used all the time in mathematics. We can use a ruler to measure things that are small. Most rulers show
both customary units of measurement like inches and metric units of measurement, such as the millimeter and the
centimeter.
When you measure something that is small, a ruler is often the best tool to use.
You can measure the small item in customary units or metric units or both.
100
www.ck12.org
We can see that this barrette is about ______ inches long. The barrette can also be measured in centimeters. It
is about __________ centimeters long. If an item that is being measured fits on a piece of paper, a ruler is
probably the best tool to use.
Tape Measure
If we were going to measure the length of a table, we could use a ruler, but it is probably not the best tool to use.
Think about it. A table is probably much longer than a ruler. We could line up ruler after ruler after ruler, but this
would be a bit time consuming.
There is an easier way. We can use a tape measure.
Tape measures are used to measure many of the distances that are too long for a ruler to measure easily.
We use tape measures to measure the distance across a room or an object that is very long.
Tape measures show us length in inches and feet. We can see exactly how long something is by comparing the
length of the object with the measurement on the tape measure.
Yard Stick
What about a yard stick?
A yard stick measures things by the yard. Since there are three feet in a yard, we can say that a yard stick could
be used for things that are longer than a piece of paper, but not too long. Some of the things that we could measure
with a tape measure we could also measure with a yard stick. Think about the table in the last example. We could
also use a yard stick to measure it. Sometimes, you have to use common sense. If the table is really long, longer
than the yard stick, then you would switch to the tape measure.
Meter Stick
A meter stick measures one meter.
We can use meter sticks to measure objects that are larger than a piece of paper. Remember that you can use
centimeters and millimeters if the object is smaller than a piece of paper. Those items are easily measured with a
ruler.
A meter stick is actually a little over 3 feet long, because a meter is approximately 3.2 feet. A meter stick
compares to a yard stick.
For instances where we would use a yard stick for customary units, we can use a meter stick for metric units. If we
were measuring a table length in metric units, a meter stick would probably be our best choice.
Now lets look at a few examples. What would be the best tool to use if we were measuring each item?
Example A
A toothpick
Solution: A ruler
101
2.3. Appropriate Measurement Tools
www.ck12.org
Example B
The length of a room

Solution: Tape measure or meter stick
Example C
The Height of a Standing Lamp

Solution: Yard stick or meter stick
Now back to Sasha and her dress dilemma. Here is the original problem once again.
Sasha has figured out that she needs to use meters to measure her dress. After a trip to the fabric store, she came
home with two and a half meters of cloth and began to attach the pattern to the material that she bought. However,
she began to have challenges when she realized that she would need to use a tool to measure. Sasha thinks she should
use a meter stick, but she isnt sure.
If you look back through the Concept, you can use the descriptions of each tool to determine whether or not Sasha
has chosen the best measurement tool for her project. A "meter stick is best used to measure objects that are larger
than a piece of paper." Meter sticks also measure 1 meter which is approximately 3 feet, the same length as 1 yard.
Sasha is correct! She should use a meter stick while making her dress.
Guided Practice

Which unit would you use to measure the length of a bug that needs to be seen with a magnifying glass, and which
tool would be the most helpful?
Answer
Lets think about this.
If the bug is so tiny that it needs to be seen with a magnifying glass then it is probably smaller than inches and
centimeters.
A millimeter is the best unit to measure this bug.
What about tools?
Well, a bug this tiny is definitely smaller than a piece of paper, so it makes the most sense to use a ruler with metric
measurements so that the measure of the bug is accurate.
Video Review
MEDIA
Khan Academy: U.S. Customary and Metric Units

102
www.ck12.org
Explore More
Directions: Choose the appropriate unit of length using metric units for each item listed below.
1. A grub collected from the garden
2. The width of a street
3. The length of a street
4. The size of a small worm
5. The distance from one town to the next
Directions: Choose the appropriate tool to measure each item in metrics and customary units.
6. The height of a light switch
7. The width of a refrigerator
8. The measurements of a placemat
9. The length of a pencil
10. The width of a chapter book
11. The length of a table cloth
12. An eyelash
13. The length of an ant
14. The width of a piece of paper
15. A television screen
103
2.4. Perimeter of Squares and Rectangles
www.ck12.org
2.4 Perimeter of Squares and Rectangles

Here youll learn how to find the perimeter of squares and rectangles.
Have you ever put up a fence? Did the fence go around the edge of a plot of land? Was the shape of the land square
or rectangular? If you have ever done this, then you have measured perimeter.
While Tania has been working on her tomato plants, Alex has been working on designing the garden plot. He knows
that he wants two plots, one to be in the shape of a square and one to be the shape of a rectangle. His square plot has
a length and width of 9 feet.
His rectangle plot has a length of 12 feet and a width of 8 feet.
Tania and Alex live near some woods and they have seen deer and rabbits in their back yard on several different
occasions. Because of this, Alex knows that he will need to put some fencing around both of the garden plots. He is
puzzled about how much fencing he will need. Alex needs to know the perimeter (the distance around the border)
of each plot.
Use this Concept to solve this dilemma.
104
www.ck12.org
Guidance
What do we mean when we use the word perimeter?

The perimeter is the distance around the edge of an object. We can find the perimeter of any figure. When working
on a word problem, there are some key words that let us know that we will be finding the perimeter of a figure.
Those key words are words like edges, fencing and trim to name a few.
Lets learn how to find the perimeter of squares and rectangles.
Look at a square and see how we can figure out the distance around the square.
Here is a square. Notice that we have only one side with a given measurement. The length of one side of the square
is 5 feet.
Why is that? Why is there only one side with a measurement on it?
Think about the definition of a square. A square has four congruent sides. That means that the sides of a square are
the same length. Therefore, we only need one side measurement and we can figure out the measurement around the
other three edges of the square.
How can we use this information to figure out the perimeter of the square? We can figure out the perimeter of
the square by simply adding the lengths of each of the sides.
In this case, we would add 5 + 5 + 5 + 5 = 20 feet. This is the perimeter of this square.
We can use a formula to give us a shortcut to finding the perimeter of a square. A formula is a way of solving
a particular problem.
When figuring out the perimeter of a square, we can use this formula to help us.
P = 4s
or
P = s+s+s+s
The P in the formula stands for perimeter. The s stands for the measure of the side. Notice that in the first version
of the formula we can take four and multiply it by the length of the side. Remember that multiplication is a shortcut
for repeated addition. The second formula shows us the repeated addition. Either formula will work.
Now that you are in grade 6, it is time for you to begin using formulas.
Lets apply this formula to the square that we looked at with 5 ft on one side.
P = s+s+s+s
P = 5+5+5+5
P = 20 f t
105
www.ck12.org
We can also use the formula with multiplication to get the same answer.
P = 4s
P = 4(5)
P = 20 f t
Take a minute and copy these two formulas into your notebook.
How can we use this information to find the perimeter of a rectangle?
First, lets think about the definition of a rectangle. A rectangle has opposite sides that are congruent. In other
words, the two lengths of the rectangle are the same length and the two widths of a rectangle are the same width.
Lets look at a diagram of a rectangle.
Notice that the side lengths have " next to them. When used this way, the symbol means inches. When we figure out
the perimeter of the rectangle, we cant use the same formula that we did when finding the perimeter of the square.
Why is this?
A square has four sides of equal length. A rectangle has two equal lengths and two equal widths.
Here is our formula for finding the perimeter of a rectangle.
P = 2l + 2w
Since we have two lengths that have the same measure and two widths that have the same measure, we can add two
times one measure and two times the other measure and that will give us the distance around the rectangle. If we
have a rectangle with a length of 8 inches and a width of 6 inches, we can substitute these measures into our formula
and solve for the perimeter of the rectangle.
P = 2l + 2w
P = 2(8) + 2(6)
P = 16 + 12
P = 28 inches
106
www.ck12.org
Take a minute and copy the formula for finding the perimeter of a rectangle into your notebook.
Now lets practice.
Example A
Find the perimeter of a square with a side length of 7 inches.

Solution: 28 inches
Example B
Find the perimeter of a rectangle with a length of 9 feet and a width of 3 feet.
Solution: 24 feet
Example C
Find the perimeter of a square with a side length of 2 centimeters.

Solution: 8 centimeters
Now back to Alex and the garden plot. Have you figured out what Alex should do? Here is the original problem
once again.
Alex is trying to figure out the perimeter of a square plot, a rectangular plot and the perimeter of a plot where the
square and the rectangle are next to each other. Lets start with the square plot.
P = 4s
P = 4(9) = 36 f eet
The square plot has a perimeter of 36 feet. He will need 36 feet of fencing for the small plot.
The rectangular plot has a length of 12 feet and a width of 8 feet.
P = 2l + 2w
P = 2(12) + 2(8)
P = 24 + 16
P = 40 f eet
Alex will need 40 feet of fencing for the rectangular plot.
107
www.ck12.org
Guided Practice

What would happen is Alex put the two plots together? Would he need more fencing or less?
Answer
If Alex put the square plot next to the rectangular plot, then one side of the square plot would not be needed and
almost one side of the rectangular plot would not be needed.
We can work with the three sides of the square plot and the three sides of the rectangular plot first.
The square plot has three sides that are each 9 feet long. Therefore, Alex will need 27 feet of fencing for those three
sides of the square plot.
The rectangular plot has one side that is 8 feet wide and two sides that are twelve feet wide. Alex will need 32 feet
of fencing for the three sides of the rectangular plot.
The combined side will only need one side of fencing because the length of the square plot is 9 feet, but the width
of the rectangle plot is 8 feet, leaving only one foot to fence.
Here is how we can calculate perimeter.
P = 27 + 32 + 1 = 60
Alex will only need 60 feet of fencing if he combines both plots.
Video Review
MEDIA
Khan Academy Area and Perimeter
MEDIA
James Sousa Area and Perimeter
MEDIA
108
www.ck12.org
James Sousa An Example of Area and Perimeter

Explore More
Directions: Find the perimeter of each of the following squares and rectangles.
1. A square with a side length of 6 inches.
3. A square with a side length of 8 centimeters.
5. A square with a side length of 9 meters.
6. A rectangle with a length of 6 inches and a width of 4 inches.
7. A rectangle with a length of 9 meters and a width of 3 meters.
9. A rectangle with a length of 17 feet and a width of 12 feet.
11. A square with a side length of 16 feet.
109
2.5. Area of Squares and Rectangles
www.ck12.org
2.5 Area of Squares and Rectangles

Here youll learn how to find the area of squares and rectangles.
Remember how Alex figured out the perimeter of the garden plot in the last Concept? What about the space inside
the fence where Tania and Alex will plant?
His square plot has a length and width of 9 feet.
His rectangle plot has a length of 12 feet and a width of 8 feet.
Alex needs to know how much area they will actually have to plant on. To figure this out, Alex needs the area of
each garden plot.
This Concept will teach you all about area. Then you will be able to figure out the area of each plot with Alex.
Guidance
In the last Concept, you learned that the perimeter is the distance around the edge of a figure.
What about the space inside the figure?
110
www.ck12.org
We call this space the area of the figure. The area of a figure can also be called the surface of the figure. When we
talk about carpeting or flooring or grass or anything that covers the space inside of a figure, we are talking about the
area of that figure.
We can calculate the area of different shapes.
How can we figure out the area of a square?
To figure out the area of a square, we need to calculate how much space there is inside the square.
We can use a formula to help us with this calculation.
A = ss
In this formula, the little dot means multiplication. To figure out the area of the square we multiply one side times
another side.
A = 6 ft 6 ft
Here is what the problem looks like. Next, we multiply.
A = 66
A = ft ft
Here we are multiplying two different things. We multiply the actual measurement 6 6 and we multiply the unit
of measurement too, feet feet.
A = 6 6 = 36
A = f t f t = sq. f t or f t 2
Think about the work that we did before with exponents. When we multiply the unit of measurement, we use an
exponent to show that we multiplied two of the same units of measurement together.
111
www.ck12.org
Take a minute and copy this formula for finding the area of a square into your notebook.
How can we find the area of a rectangle?
To find the area of a rectangle, we are going to use the measurements for length and width.
Here we have a rectangle with a length of 5 meters and a width of 3 meters. Just like the square, we are going to
multiply to find the area of the rectangle. Here is our formula.
A = lw
To find the area of a rectangle, we multiply the length by the width.
A = (5m)(3m)
A = 53
A = meters meters
Here we have 5 meters times 3 meters. We multiply the measurement part 5 3, then we multiply the units of
measure.
Our final answer is 15 sq.m or 15 m2
We can also use square meters or meters2 to represent the unit of measure. When working with area, we must
ALWAYS include the unit of measure squared. This helps us to remember that the units cover an entire area.
Take a minute to copy down the formula for finding the area of a rectangle into your notebook
Now lets practice.
Example A
Find the area of a square with a side length of 7 inches.

Solution: 49 square inches
112
www.ck12.org
Example B
Find the area of a rectangle with a length of 12 cm and a width of 3 cm.

Solution: 36 square centimeters
Example C
Find the area of a square with a side length of 11 meters.

Solution: 121 square meters
Now back to Alex and the garden plot.
Alex has the dimensions of his garden plot, so now he can figure out the area. He will figure out the area of the
square plot and then add that to the area of the rectangular plot. This will give him the total area of the garden.
The square plot has a side length of 9 feet.
A = ss
A = 9 9 = 81 sq. f eet
The square plot has an area of 81 square feet.
The rectangular plot has a length of 12 feet and a width of 8 feet.
A = (12 f t)(8 f t)
A = 12 8
A = f eet f eet
The rectangular plot has an area of 96 square feet.
Now he can add the two areas together.
81 + 96 = 177square f eet
This is our answer.
Guided Practice

In the last Concept, Alex discovered that if he put the square plot next to the rectangular plot that he wouldnt need
as much fencing. Putting the plots together changed the perimeter of the plot.
Does it also change the area? Why or why not?
Answer
The area is the measurement of the space inside the perimeter. Therefore, the shape of the plot didnt change, so the
area of the plot didnt change either. Therefore, the area of the two plots would not change if they were put next to
each other.
Video Review
113
www.ck12.org
MEDIA
MEDIA
MEDIA

Explore More
Directions: Find the area of each of the following figures. Be sure to label your answer correctly.
5. A square with a side length of 9 meters.
6. A rectangle with a length of 6 inches and a width of 4 inches.
114
www.ck12.org

115
2.6. Unknown Dimensions Using Formulas
www.ck12.org
2.6 Unknown Dimensions Using Formulas

Here youll learn to solve for unknown dimensions of different figures by using formulas.
What about a larger garden? Alex is wondering how perimeter and area are affected if the garden is larger. Will the
same formulas from the last two Concepts work? What if you were given the area and needed to figure out a side
length? Could you do it? Take a look at this dilemma.
On Sunday, Alex visited a botanical garden. Because he had been working on his own garden plot, Alex noticed the
garden beds and their designs in new ways. One garden was so beautiful that he stopped to read about it. The plot
was a square plot and was full of beautiful flowers. The sign said that the area of the plot was 484 square feet.
If this is the area of the plot, what is the side length? What is the perimeter of the plot?
In this Concept, you will learn how to figure out unknown dimensions. Then you can answer these two
questions at the end of the Concept.
Guidance
The side length of a square or the length and width of a rectangle can be called the dimensions or the measurements
of the figure. We just finished figuring out the area and perimeter of squares and rectangles when we were given the
dimensions of the figure. Can we do this work backwards?
Can we figure out the dimensions of a square when we have been given the perimeter or area of the square?
Hmmmm. This is a bit tricky. We will still need to use the formula, but we will need to think backwards in a way.
If the perimeter of the square is 12 inches, what is the side length of the square?
To complete this problem, we are going to need to work backwards. Lets start by using the formula for the
perimeter of a square.
P = 4s
Next, we fill in the information that we know. We know the perimeter or P.
12 = 4s
116
www.ck12.org
We can ask ourselves, What number times four will give us 12? The answer is 3. We can check our work
by substituting 3 in for s to see if we have a true statement.
12 = 4(3)
12 = 12
Now lets look at how we can figure out the side length of a square when we have been given the area of the
square.
Area = 36 sq. in.
We know that the area of the square is 36 square inches. Lets use the formula for finding the area of a square
to help us.
A = ss
36 = s s
We can ask ourselves, What number times itself will give us 36? Our answer is 6. Because we have square
inches, we know that our answer is 6 inches. We can check our work by substituting 6 into the formula for
finding the area of a square.
36 = 6 6
36 = 36
Example A
What is the side length of a square that has a perimeter of 48 feet?

Solution: 12 feet
Example B
What is the side length of a square that has a perimeter of 56 feet?

Solution: 14 feet
Example C
What is the side length of a square that has an area of 121 sq. miles?
Solution: 11 miles
Now lets think back to the garden that Alex saw at the Botanical Garden. Here is the problem once again.
117
2.6. Unknown Dimensions Using Formulas
www.ck12.org
On Sunday, Alex visited a botanical garden. Because he had been working on his own garden plot, Alex noticed the
garden beds and their designs in new ways. One garden was so beautiful that he stopped to read about it. The plot
was a square plot and was full of beautiful flowers. The sign said that the area of the plot was 484 square feet.
If this is the area of the plot, what is the side length? What is the perimeter of the plot?
We know that the garden plot is square, so lets start with area. We need to figure out what number times what
number is equal to 484. To do this, we can use guess and check. We know that 20 times 20 equals 400. Therefore,
lets try a number a little larger than 20.
22 22 = 484
The side length of the square plot is 22 feet.
Now we can go back to perimeter. If the side length of the square plot is 22 feet, then we can multiply that number
by 4 and get the total perimeter.
22 4 = 88
The perimeter of the square plot is 88 feet.
Guided Practice

A square garden has an area of 144 square meters. What is the side length of the plot? What is the perimeter of the
plot?
Answer
First, we have to figure out which number times itself will give us 144. The answer is 12.
12 12 = 144
The side length of the square is 12 feet.
Now we can figure out the perimeter by multiplying 12 times 4.
12 4 = 48
The perimeter of the square is 48 feet.
Video Review
MEDIA
118
www.ck12.org
MEDIA
MEDIA

Explore More
Directions: Find the side length of each square given its perimeter.
1. P = 24 inches
2. P = 36 inches
3. P = 50 inches
4. P = 88 centimeters
5. P = 90 meters
6. P = 20 feet
7. P = 32 meters
8. P = 48 feet
Directions: Find the side length of each square given its area.
9. A = 64 sq. inches
10. A = 49 sq. inches
11. A = 121 sq. feet
12. A = 144 sq. meters
13. A = 169 sq. miles
14. A = 25 sq. meters
15. A = 81 sq. feet
16. A = 100 sq. miles
119
2.7. Distances or Dimensions Given Scale Measurements
www.ck12.org
2.7 Distances or Dimensions Given Scale Measurements

Here youll learn how to find actual distances or dimensions given scale distances or dimensions.
Mr. Jones lives next door to Alex. He designed a plot with the following scale.
1" = 2.5 feet
Mr. Jones drew a plan for his garden showing a square plot with a side length of 4 inches. What is the actual side
length of Mr. Jones garden? What is the area of the plot? What is the perimeter?
In this Concept you will learn about scale and actual measurements. By the end of the Concept, you will know
how to figure out the answers to these questions.
Guidance
Maps represent real places. Every part of the place has been reduced to fit on a single piece of paper. A map is an
accurate representation because it uses a scale.
The scale is a ratio that relates the small size of a representation of a place to the real size of a place.
Maps arent the only places that we use a scale. Architects use a scale when designing a house. A blueprint shows a
small size of what the house will look like compared to the real house. Any time a model is built, it probably uses a
scale. The actual building or mountain or landmark can be built small using a scale.
We use units of measurement to create a ratio that is our scale. The ratio compares two things. It compares the
small size of the object or place to the actual size of the object or place.
A scale of 1 inch to 1 foot means that 1 inch on paper represents 1 foot in real space. If we were to write a ratio to
show this we would write:
1 : 1 ft-this would be our scale.
If the distance between two points on a map is 2 inches, the scale tells us that the actual distance in real space is 2
feet.
We can make scales of any size. One inch can represent 1,000 miles if we want our map to show a very large area,
such as a continent. One centimeter might represent 1 meter if the map shows a small space, such as a room.
How can we figure out actual distances or dimensions using a scale?
Lets start by thinking about distances on a map. On a map, we have a scale that is usually found in the
corner. For example, if we have a map of the state of Massachusetts, this could be a possible scale.
Here
3 00
4
is equal to 20 miles.
What is the distance from Boston to Framingham?

To work on this problem, we need to use our scale to measure the distance from Boston to Framingham. We can do
00
this by using a ruler. We know that every 34 on the ruler is equal to 20 miles. From Boston to Framingham measures
3 00
4 , therefore the distance is 20 miles. If the scale and map were different, we could use the same calculation method.
Lets use another example that just gives us a scale.
120
www.ck12.org

00
If the scale is 1:500 miles, how far is a city that measures 5 12 on a map? We know that every inch is 500 miles. We
00
have 5 12 . Lets start with the 5.
5 500 = 2500 + 21 500 = 2750 miles
By using arithmetic, we were able to figure out the mileage.
Another way to do this is to write two ratios. We can compare the scale with the scale and the distance with
the distance.
Here are a few problems for you to try on your own.
Example A
If the scale is 1 : 3 miles, how many miles does 5 inches represent?

Solution: 15 miles
Example B
If the scale is 2 : 500 meters, how many meters does 4 inches represent?
Solution: 1000 meters
Example C
If the scale is 5 ft : 1000 feet, how many feet is 50 feet?

Solution:10,000 feet
Now back to Mr. Jones garden. Here is the original problem once again.
Mr. Jones lives next door to Alex. He designed a plot with the following scale.
1" = 2.5 feet
Mr. Jones drew a plan for his garden showing a square plot with a side length of 4 inches. What is the actual side
length of Mr. Jones garden? What is the area of the plot? What is the perimeter?
First, we can use the scale to figure out the actual side length of the plot. The side length is the drawing is 4 inches.
That is four times the scale.
2.5 4 = 10
The actual side length of the plot is 10 feet. The perimeter of a square is four times the side length, so the
perimeter of this plot is 40 feet. The area of the square is found by multiplying the side length by the side
length, so the area of this plot is 100 square feet.
Guided Practice
Here is one for you to solve on your own.

If the scale is 2 : 1 ft, what is the actual measurement if a drawing shows the object as 6 long?
Answer
We can start by writing a ratio that compares the scale.
121
2.7. Distances or Dimensions Given Scale Measurements
www.ck12.org
1 ft
x ft
= 00
00
2
6
Here we wrote a proportion. We dont know how big the object really is, so we used a variable to represent the
unknown quantity. Notice that we compared the size to the scale in the first ratio and the size to the scale in the
second ratio. We can solve this logically using mental math, or we can cross multiply to solve it.
16 = 6
2(x) = 2x
2x = 6
What times two will give us 6?
x = 3 ft
The object is actually 3 feet long.
Video Review
MEDIA
Khan Academy Scale and Indirect Measurement
MEDIA
James Sousa on Scale Factors

Explore More
Directions: Use the given scale to determine the actual distance.

Given: Scale 1 = 100 miles
1. How many miles is 2 on the map?
2. How many miles is 2 21 inch on the map?
3. How many miles is 14 inch on the map?
4. How many miles is 8 inches on the map?
122
www.ck12.org

7. How many miles is 12 inch on the map?
8. How many miles is 5 41 inches on the map?
Given: 1 cm = 20 mi
9. How many miles is 2 cm on the map?
14. How many miles is
1
2
1 12
4 14
cm on the map?
cm on the map?
cm on the map?
123
2.8. Scale Distances or Dimensions
www.ck12.org
2.8 Scale Distances or Dimensions

Here youll learn how to find scale distances or dimensions given actual distances or dimensions.
Have you ever tried to make a map of something real? To do this successfully, you will need to use a scale and actual
measurements.
Now that Alex has figured out what he wants the garden to look like, he wants to make a drawing of the plot that is
accurate. What does this mean? It means that Alex wants to use a scale to draw his design. When you use a scale,
you choose a unit of measure to represent the real thing. For example, if you want to draw a picture of a ship that
is 100 feet long, it doesnt make sense to actually draw it 100 feet long. You have to choose a unit of measurement
like an inch to help you. Alex decides to use a 1 = 1 ft scale, but he is having a difficult time. He has two pieces of
00
00
paper to choose from that he wants to draw the design on. One is 8 12 1100 and the other is 14 12 1100 . He starts
00
using a 1 inch scale and begins to measure the garden plot onto the 8 12 1100 sheet of paper. At that moment, Tania
comes in from outside. She looks over Alexs shoulder and says, That will never fit on there. You are going to need
a smaller scale or a larger sheet of paper. Alex is puzzled. He starts to rethink his work. He wonders if he should
00
use a 12 scale.
If he uses a 1 scale, what will the measurements be? Does he have a piece of paper that will work? If he uses a
scale, what will the measurements be? Does he have a piece of paper that will work?
1 00
2
Use this Concept to learn all about scale dimensions, then you will be able to answer these questions at the
end of the Concept.
Guidance
Previously we worked on actual dimensions or distances when you had been given a scale.
Now we are going to look at figuring out the scale given the actual dimensions.
124
www.ck12.org
To do this, we work in reverse. To make a map, for instance, we need to shrink actual distances down to a smaller
size that we can show on a piece of paper. Again, we use the scale. Instead of solving for the actual distance, we
solve for the map distance.
Suppose we are making a map of some nearby towns. We know that Trawley City and Oakton are 350 kilometers
apart. We are using a scale of 1 cm : 10 km. How far apart do we draw the dots representing Trawley City and
Oakton on our map?
We use the scale to write ratios that make a proportion. Then we fill in the information we know. This time
we know the actual distance between the two towns, so we put that in and solve for the map distance.
1 cm
x cm
=
10 km 350 km
Next we cross multiply to find the number of centimeters that we would need to draw on the map.
1(350) = 10x
350 = 10x
35 = x
Our answer is 35 cm.
Using our scale, to draw a distance of 350 km on our map, we need to put Trawley City 35 centimeters away from
Oakton.
We can figure out the scale using a model and an actual object too.
Jesse wants to build a model of a building. The building is 100 feet tall. If Jesse wants to use a scale of 1 to 25 feet,
how tall will his model be?
Lets start by looking at our scale and writing a proportion to show the measurements that we know.
100
x
=
25 f t
100 f t
To solve this proportion we cross multiply.
1(100) = 25(x)
100 = 25x
4=x
Jesses model will be 4 inches tall.
Our answer is 400 .
Now lets practice. Use the scale 1" = 100 miles.
Example A
The distance from Karas home to the family summer house is 150 miles. How many inches is that on the map?
Solution: 1.5 inches
125
www.ck12.org
Example B
The distance from Karas home to her Grandmothers home is 2000 miles. How many inches is that on the map?
Solution: 20 inches
Example C
If the distance from Marks home to his Grandmothers is half of Karas, how many inches is that on the map?
Solution: 10 inches
Now that Alex has figured out what he wants the garden to look like, he wants to make a drawing of the plot that is
accurate.
What does this mean?
It means that Alex wants to use a scale to draw his design. When you use a scale, you choose a unit of measurement
to represent the real thing. For example, if you want to draw a picture of a ship that is 100 feet long, it doesnt make
sense to actually make a drawing 100 feet long. You have to choose a unit of measurement like an inch to help you.
Alexs decides to use a scale of 1 = 1 ft., but he is having a difficult time.
00
He has two pieces of paper to choose from that he wants to draw the design on. One is 8 12 1100 and the other is
00
00
14 12 1100 . He starts using a 1 inch scale and begins to measure the garden plot onto the 8 12 1100 sheet of paper.
At that moment, Tania comes in from outside. She looks over Alexs shoulder and says, That will never fit on there.
You are going to need a smaller scale or a larger sheet of paper. Alex is puzzled. He starts to rethink his work. He
00
wonders if he should a 12 scale.
Keep in mind the measurements he figured out in the last Concept.
If he uses a 1 scale, what will the measurements be? Does he have a piece of paper that will work? If he uses a
scale, what will the measurements be? Does he have a piece of paper that will work?
1 00
2
First, lets begin by underlining all of the important information in the problem. Next, lets look at the
00
dimensions given each scale, a 1 scale and a 12 scale. Lets start with the 1" scale.
First, we start by figuring out the dimensions of the square. Here is our proportion.
100
x ft
=
1 ft
9 ft
9=x
To draw the square on a piece of paper using this scale, the three matching sides would each be 9 inches. Next,
we have the short side. It is one foot, so it would be 1 long on the paper. Now we can work with the rectangle.
If the rectangle is 12 ft 8 and every foot is measured with 1, then the dimensions of the rectangle are 12
8. You would think that this would fit on either piece of paper, but it wont because remember that Alex
126
www.ck12.org
decided to put the two garden plots next to each other. If one side of the square is 9 and the length of the
00
00
rectangle is 12 that equals 21. 21 inches will not fit on a piece of 8 12 1100 paper or 14 12 1100 paper.
00
Lets see what happens if we use a 12 = 1 foot scale. We already figured out a lot of the dimensions here.
00
We can use common sense and divide the measurements from the first example in half since 12 is half of 1.
00
The square would be 4.5 on each of the three matching sides. The short side of the square would be 12 .
The length of the rectangle would be 6. The width of the rectangle would be 4. With the square and the
rectangle side-by-side, the length of Alexs drawing would be 10.5". This will fit on either piece of paper.
Use your notebook to draw Alexs garden design. Use a ruler and draw it to scale. The scale is
1 00
2
= 1 foot.
Guided Practice

Joaquin is going to build a model of a building that is 480 feet tall. If Joaquin decided to use a scale of
what would the new height of the model be in inches?
1 00
2
= 1 foot,
How many feet tall will the model be? Would this scale work for a model?
Answer
To figure this out, we first have to look at the scale that Joaquin is using. If Joaquin had chosen 1" = 1 foot then the
scale height of the model would be 480 feet. But Joaquin used one - half inch as his scale, so the model will be 240
inches tall.
That means that it will be 20 feet high. This is too big! Joaquin will need to use a smaller scale.
Video Review
MEDIA
James Sousa on Scale Factors

Other Videos
http://teachertube.com/viewVideo.php?video_id=79418&title=PSSA_Grade_7_Math_19_Map_Scale You will need
to register with this website. This is a video about solving a ratio and proportion problem.
Explore More
Directions: Use the given scale to determine the scale measurement given the actual distance.
Given: Scale 2 = 150 miles
1. How many scale inches would 300 miles be?
127
www.ck12.org

Directions: Use the given scale to determine the scale measurement for the following dimensions.
Given: Scale 1 = 1 foot
6. What is the scale measurement for a room that is 8 12?
7. What is the scale measurement for a tree that is 1 yard high?
8. What is the scale measurement for a tower that is 36 feet high?
9. How many feet is that?
0
10. What is the scale measurement for a room that is 120 16 12 ?

Directions: Use what you have learned about scale and measurement to answer each of the following questions.
11. Joaquin is building the model of a tower. He is going to use a scale of 1 = 1 foot. How big will his tower be in
inches if the actual tower if 480 feet tall?
12. How many feet high will the model be?
13. Is this a realistic scale for this model? Why or why not?
14. If Joaquin decided to use a scale that was
1 00
4
for every 1 foot, how many feet high would his model be?
15. What scale would Joaquin need to use if he wanted his model to be 5 feet tall?
16. How tall would the model be if Joaquin decided to use
128
1 00
16
= 1 foot?
www.ck12.org
2.9 Frequency Tables to Organize and Display

Data
Here youll learn how to make a frequency table to organize and display data.
Have you ever tried to keep track of numbers that seem to be changing? Well, when things happen in different
frequencies or occur at different intervals, this can be tricky to record. Tania and Alex have been growing a garden.
As summer passes, the vegetables in Tania and Alexs vegetable garden have been growing nicely. In fact, they
have so many vegetables that they dont know how they are going to have enough time to work on everything that
needs to be done. Because having a garden is more work than they imagined, Tania and Alex have asked some of
their friends to help them in the garden. Alex read an article in the newspaper about CSAs, community supported
agriculture. This is when people work on a farm and get some of the vegetables in exchange for their efforts. Tania
and Alex have decided to do the same thing. They have offered their friends vegetables in exchange for their work.
Now instead of two people working in the garden, they have seven. To be sure that everything gets done, they decide
to keep track of how many people they have working in the garden each day. For two weeks, Alex and Tania keep
track of how many people are working in the garden on each day. Here are their results.
2, 4, 5, 6, 1, 2, 3, 4, 5, 6, 6, 7, 1, 2
To get everything done in the garden, Tania and Alex know that at least three people need to be working on each
day. When they look at the information they can see that this is not always the case. Tania wants to organize the
information so that she can share it with the group. To do this, she will need a frequency table.
Use this Concept to learn all about frequency tables and how to create them.
Guidance
What is data?
Data is information, usually numbers, connected with real life situations. If we were going to count how many
people came to an amusement park in one day, the number of people that we counted would be the data. What does
it mean when we organize data? Organizing data means organizing numbers taken from real world information.
For instance, if we use the example above, we would be taking the counts of the number of people who visited the
amusement park and writing them in a way that is easy to read.
129
2.9. Frequency Tables to Organize and Display Data
www.ck12.org
There are lots of different ways to organize data so that it is easy to read. One way of organizing data is to use a
frequency table. A frequency table is a table that shows how often something occurs. First, we count or keep
track of information, then we take that information and put it into a table with different columns.
John counted the number of people who were in the shoe store at the same time, in one day. Here are his results:
1, 1, 2, 3, 4, 4, 5, 5, 6, 6, 7, 7, 8
We call this data organized data because it is in numerical order and isnt all mixed up. When we have information
or data like this, we can examine or analyze the data for patterns. You can see here that the range of people who
were in the store was between 1 and 8. No more than eight people were in the shoe store at the same time on this
particular day.
We can put this information into a frequency table. A frequency table is a chart that shows how often
something occurs. For this problem, we will look at the frequency of people entering the store. To do this, we
want to look at how many times one person was in the store, how many times two people were in the store,
how many times three people were in the store, etc. Here is our table. Notice that it has two columns. Column
1 is named Number of People Who Were In the Store and Column 2 is named Frequency.
TABLE 2.1:
Number of people who were in the store
1
2
3
4
5
6
7
8
Frequency
2
1
1
2
2
2
2
1
Whenever we want to see how often something occurs, we can do this by building a frequency table.
Now lets practice.
Example A
Here is information about the number of dogs counted in the dog park over five days.
4, 4, 4, 5, 5, 5, 5, 5, 5, 6, 6, 6, 6, 7, 7, 8, 8
Solution:
TABLE 2.2:
Number of dogs
4
5
6
7
8
Frequency
3
6
4
2
2
Example B
Here is the number of children who entered the park throughout the day.
130
www.ck12.org
1, 1, 2, 3, 3, 3, 4, 5, 5, 7, 7, 8
Remember to include 6 in your chart even though there werent six children who entered the park. You would enter
a 0 for the frequency of 6 children.
Solution:
TABLE 2.3:
Number of Children
1
2
3
4
5
6
7
8
Frequency
2
1
1
1
2
0
2
1
Example C
Here are the number of people who bought ice cream in one hour.
5, 5, 5, 6, 7, 7, 7, 7, 9
Solution:
TABLE 2.4:
Number of people
5
6
7
8
9
Frequency
3
1
4
0
1
Remember Tania and Alex and the garden? Well, now it is time to help Tania to create a frequency table and a
display that shows the data she collected about the number of workers in the garden each day.
Lets look at the problem once more.
As summer passes, the vegetables in Tania and Alexs vegetable garden have been growing nicely. In fact, they
have so many vegetables that they dont know how they are going to have enough time to work on everything that
needs to be done. Because having a garden is more work than they imagined, Tania and Alex have asked some of
their friends to help them in the garden. Alex read an article in the newspaper about CSAs, community supported
agriculture. This is when people work on a farm and get some of the vegetables in exchange for their efforts. Tania
and Alex have decided to do the same thing. They have offered their friends vegetables in exchange for their work.
Now instead of two people working in the garden, they have seven. To be sure that everything gets done, they decide
to keep track of how many people they have working in the garden each day. For two weeks, Alex and Tania keep
track of how many people are working in the garden on each day. Here are their results.
2, 4, 5, 6, 1, 2, 3, 4, 5, 6, 6, 7, 1, 2
To get everything done in the garden, Tania and Alex know that at least three people need to be working on each
day. When they look at the information they can see that this is not always the case. Tania wants to organize the
information so that she can share it with the group. First, we go through and underline all of the important
131
2.9. Frequency Tables to Organize and Display Data
www.ck12.org
information. This has already been done for you. Next, you can see that we have unorganized data. Lets
organize the data that Tania and Alex collected so that it is easier to work with.
2, 4, 5, 6, 1, 2, 3, 4, 5, 6, 6, 7, 1, 2
1, 1, 2, 2, 2, 3, 4, 4, 5, 6, 6, 6, 7
Here is the data reorganized numerically. We can see that the range of numbers is from 1 to 7. Next, we need
to create a frequency table that shows this data.
TABLE 2.5:
# of People Working
1
2
3
4
5
6
7
Frequency
2
3
1
2
1
3
1
Guided Practice
Here is a list of the number of students who did not complete their homework in one month.
1, 1, 3, 3, 4, 3, 3, 5, 6, 1, 1, 1, 2, 2, 3
Create a frequency table of the data.
Answer
TABLE 2.6:
Number of Students
1
2
3
4
5
6
Frequency
5
2
5
1
1
1
Video Review
http://www.hstutorials.net/math/preAlg/php/php_12/php_12_01_x13.htm Solving a problem using frequency tables and line plots.
MEDIA
Using frequency tables and line plots

132
www.ck12.org
Explore More
Directions: The following frequency table shows data regarding the number of people who attended different movies
in one week. Use the following frequency table to answer each question.
TABLE 2.7:
# of People at the movies per week
20
50
85
90
120
Frequency
4
3
3
5
2
1. If we were to create a list of this data, is the following list correct or incorrect?
20, 20, 20, 20, 50, 50, 50, 90, 90, 90, 85, 85, 85, 120, 120
2. Why?
3. Would you consider the list in number 1 to be organized or unorganized data?
4. Explain the difference.
5. How many showings had 90 people or more in attendance?
6. How many showings had less than 50 people in attendance?
7. How many showings had less than 70 people in attendance?
8. True or false. This data also tells you which showings had the most people in attendance.
9. True or false. There were two showings that had 78 people in attendance.
10. True or false. There were three showings that were the most popular.
11. True or false. There was one showing that was the most popular.
12. Does a frequency table show you how data changes over time?
13. Does a frequency table show you how often something happens?
14. Does a frequency table show you how many people dont attend an event?
15. Can you reorganize the data list from number 1 so that it is organized?
133
2.10. Line Plots from Frequency Tables
www.ck12.org
2.10 Line Plots from Frequency Tables

Here youll learn how to use a frequency table to build a line plot.
Remember Tania and Alex and the garden in the Frequency Tables to Organize and Display Data Concept? Tania
had her hands full trying to figure out how many workers were in the garden on which days. Tania has a frequency
table, but how can she make a visual display of the data?
TABLE 2.8:
# of People Working
1
2
3
4
5
6
7
Frequency
2
3
1
2
1
3
1
Using this frequency table, how can Tania make a line plot?
Guidance
A line plot is another display method we can use to organize data.

Like a frequency table, it shows how many times each number appears in the data set. Instead of putting the
information into a table, however, we graph it on a number line. Line plots are especially useful when the data
falls over a large range. Take a look at the data and the line plot below.
This data represents the number of students in each class at a local community college.
30, 31, 31, 31, 33, 33, 33, 33, 37, 37, 38, 40, 40, 41, 41, 41
The first thing that we might do is to organize this data into a frequency table. That will let us know how often each
number appears.
TABLE 2.9:
# of students
30
31
32
33
34
35
36
37
38
39
40
41
134
Frequency
1
3
0
4
0
0
0
2
1
0
2
3
www.ck12.org
Now if we look at this data, we can make a couple of conclusions.

1. The range of students in each class is from 30 to 41.
2. There arent any classes with 32, 34, 35, 36 or 39 students in them.
Now that we have a frequency table, we can build a line plot to show this same data.
Building the line plot involves counting the number of students and then plotting the information on a number line.
We use Xs to represent the number of classes that has each number of students in it. Lets look at the line plot.
Notice that even if we didnt have a class with 32 students in it that we had to include that number on the
number line. This is very important. Each value in the range of numbers needs to be represented, even if that
value is 0.
Now lets use this information to answer a few questions.
Example A
How many classes have 31 students in them?

Solution: 3
Example B

Solution: 1
Example C

Solution: 4
Now Tania can take the frequency table and make a line plot for the farm.
TABLE 2.10:
# of People Working
1
2
3
4
5
Frequency
2
3
1
2
1
135
www.ck12.org
TABLE 2.10: (continued)

# of People Working
6
7
Frequency
3
1
Now, lets draw a line plot to show the data in another way.
Now that we have the visual representations of the data, it is time to draw some conclusions.
Remember that Tania and Alex know that there needs to be at least three people working on any given day.
By analyzing the data, you can see that there are five days when there are only one or two people working.
With the new data, Tania and Alex call a meeting of all of the workers. When they display the data, it is clear why
everything isnt getting done. Together, they are able to figure out which days need more people, and they solve the
problem.
Guided Practice

Jeff counted the number of ducks he saw swimming in the pond each morning on his way to school. Here are his
results:
6, 8, 12, 14, 5, 6, 7, 8, 12, 11, 12, 5, 6, 6, 8, 11, 8, 7, 6, 13
Answer
Jeffs data is unorganized. It is not written in numerical order. When we have unorganized data, the first thing
that we need to do is to organize it in numerical order.
6, 6, 6, 6, 6, 7, 7, 8, 8, 8, 8, 11, 11, 12, 12, 12, 13, 14
Next, we can make a frequency table. There are two columns in the frequency table. The first is the number of
ducks and the second is how many times each number of ducks was on the pond. The second column is the frequency
of each number of ducks.
TABLE 2.11:
Number of Ducks
6
7
8
9
10
11
136
Frequency
5
2
4
0
0
2
www.ck12.org

Number of Ducks
12
13
14
Frequency
3
1
1
Now that we have a frequency table, the next step is to make a line plot. Then we will have two ways of
examining the same data. Here is a line plot that shows the duck information.
Here are some things that we can observe by looking at both methods of displaying data:
In both, the range of numbers is shown. There were between 6 and 14 ducks seen, so each number from
6 to 14 is represented.
There werent any days where 9 or 10 ducks were counted, yet both are represented because they fall in
the range of ducks counted.
Both methods help us to visually understand data and its meaning.
Video Review
http://www.hstutorials.net/math/preAlg/php/php_12/php_12_01_x13.htm Solving a problem using frequency tables and line plots.
MEDIA
Using frequency tables and line plots

Explore More
Directions: Here is a line plot that shows how many seals came into the harbor in La Jolla California during an entire
month. Use it to answer the following questions.
137
www.ck12.org
1. How many times did thirty seals appear on the beach?

2. Which two categories have the same frequency?
3. How many times were 50 or more seals counted on the beach?
4. True or False. This line plot shows us the number of seals that came on each day of the month.
5. True or False. There werent any days that less than 30 seals appeared on the beach.
6. How many times were 60 seals on the beach?
7. How many times were 70 seals on the beach?
8. What is the smallest number of seals that was counted on the beach?
9. What is the greatest number of seals that were counted on the beach?
10. Does the frequency table show any number of seals that werent counted at all?
Directions: Organize each list of data. Then create a frequency table to show the results. There are two answers for
each question.
11. 8, 8, 2, 2, 2, 2, 2, 5, 6, 3, 3, 4
12. 20, 18, 18, 19, 19, 19, 17, 17, 17, 17, 17
13. 100, 99, 98, 92, 92, 92, 92, 92, 92, 98, 98
14. 75, 75, 75, 70, 70, 70, 70, 71, 72, 72, 72, 74, 74, 74
15. 1, 1, 1, 1, 2, 2, 2, 3, 3, 5, 5, 5, 5, 5, 5, 5
138
www.ck12.org
2.11 Bar Graphs

Here youll learn how to make a bar graph to display given data.
Have you ever looked at a bar graph? Bar graphs are used all the time.
It is the first week of September and while there are still vegetables growing in Alex and Tanias garden, there
has been a lot of harvesting during the months of July and August. Tania and Alex have kept track of how many
vegetables were harvested each month. Here is their data:
TABLE 2.12:
July
30 carrots
10 tomatoes
25 zucchini
15 squash
10 potatoes
August
60 carrots
20 tomatoes
30 zucchini
25 squash
20 potatoes
Tania and Alex want to display their data. Tania wants to make a bar graph that shows the data for July. Alex is
going to create a display for August.
Guidance
We make bar graphs from a set of data. It is called a bar graph because it is a visual display of data using bars. The
number of items tells us how many bars the graph will have. The amount of each item tells us how tall each bar will
be. Lets make a graph of the following data. It tells how many hours students in the fifth, sixth, seventh, and eighth
grade classes volunteered in a month.
TABLE 2.13:
Class
5th
Number of Hours
51
139
2.11. Bar Graphs
www.ck12.org

Class
6th
7th
8th
Number of Hours
88
75
39
You can see that this information has been written in the form of a frequency table. It shows us how many hours
each class has worked.
Now we can take this and draw a bar graph to show us the information.
To make a bar graph, we draw two axes. One axis represents the items, and the other represents the amounts. The
items in this case are each class. The amounts are the number of hours the classes worked. For this example, our
axes might look like the graph below. Remember to label each axis!
Next, we need to choose scale for the amounts on the left side of the bar graph. We can use scales of 1, 2, 5, 10, 20,
50, 100, 1,000, or more. To choose the scale, look at the amounts youll be graphing, especially the largest amount.
In our example, the greatest value is 88. If we used a scale of 100, the scale marks on the left side of the graph
would be 0, 100, 200, and so on. It would be very difficult to read most of our amounts on this scale because it is
too big. Every amount would fall between 0 and 100, and we would have to guess to be more specific! On the other
hand, if we used a small scale, such as 5, the graph would have to be very large to get all the way up to 90 (since our
greatest value is 88).
It makes the most sense to use a scale that goes from 0 to 90 counting by 10s. That way each value can easily
represent the hours that each class worked.
Here is what the graph looks like with the scale filled in.
140
www.ck12.org
Now we can draw in the bars to represent each number of hours that the students worked.
Look at how easy it is to get a visual idea of which class worked the most hours and which class worked the
least number of hours. We can use bar graphs to give us a visual sense of the data.
Now lets practice by using a bar graph to analyzing data.
Example A
Which state has the highest average price for gasoline?
Solution: Hawaii
Example B
Which state has the lowest average price?

141
2.11. Bar Graphs
www.ck12.org
Solution: Missouri
Example C
Which state has the second highest average price?

Solution: California
Tania and Alex want to display their data. They have decided that bar graphs are the best way to do that. Tania is
going to make a bar graph that shows the vegetable counts for July.
Lets start by helping Tania to make a bar graph to represent Julys harvest. Here are her counts.
July
30 carrots
10 tomatoes
25 zucchini
15 squash
10 potatoes
Now we can make the bar graph. We know that the amounts range from 10 to 30, so we can start our graph at 0 and
use a scale that has increments of five. Here is the bar graph.
Next, Alex can create his bar graph for August. Here is his data.
August
60 carrots
20 tomatoes
30 zucchini
25 squash
20 potatoes
Notice that these numbers are different than the ones Tania had. Here our range is from 20 to 60. Because of this,
we can use a scale of 0 to 60 in increments of five. Here is Alexs bar graph.
142
www.ck12.org
Guided Practice
Based on this graph, how many seventh graders have a favorite activity of watching tv?
Answer
First, you can look at the column that refers to television. Then look at the vertical axis.
9 seventh graders have "watching tv" as their favorite activity.
Video Review
143
2.11. Bar Graphs
www.ck12.org
MEDIA
Khan Academy Reading Bar Graphs

Explore More
Directions: Use the bar graph to answer the following questions.
1. How many students were asked if they have summer jobs?

2. What is the range of the data?
3. What are the three jobs that students have?
4. How many students do not have a summer job?
5. How many students babysit?
6. How many students do yard work in the summer?
7. How many students work at an ice cream stand in the summer?
8. If ten more students got a job this summer, how many students would have summer jobs?
9. If each category had double the number of students in it, how many students would have summer jobs?
10. How many students would babysit?
11. How many students would work at an ice cream stand?
12. How many students wouldnt have a summer job?
13. What scale was used for this graph?
14. What interval was used in the scale?
15. What is the difference between working at an ice cream stand and doing yard work?
144
www.ck12.org
2.12 Double Bar Graphs

Here youll make a double bar graph to display given data.
Remember how Tania made a bar graph in the Bar Graphs Concept? Alex is going to make a double bar graph. Have
you ever made a double bar graph to compare data? Which data does Alex want to compare?
Tania and Alex have kept track of how many vegetables were harvested each month. Here is their data:
TABLE 2.14:
July
30 carrots
10 tomatoes
25 zucchini
15 squash
10 potatoes
August
60 carrots
20 tomatoes
30 zucchini
25 squash
20 potatoes
Tania and Alex want to display their data. Alex is going to make a double bar graph to display the data from both
months.
Guidance
What is a double bar graph?

A double bar graph is used to display two sets of data on the same graph. For example, if we wanted to show the
number of hours that students worked in one month compared to another month, we would use a double bar graph.
The information in a double bar graph is related and compares one set of data to another.
How can we make a double bar graph?
We are going to make a double bar graph in the same way that we made a single bar graph except that instead of one
bar of data there will be two bars of data. Here are the steps involved:
145
2.12. Double Bar Graphs

1.
2.
3.
4.
www.ck12.org
Draw in the two axes. One with items we are counting and one with the scale that we are using to count.
Decide on the best scale to use given the data.
Draw in the bars to show the data.
Draw one category in one color and the other category in another color.
Take a minute and copy these steps down in your notebook.

Here is the data for the number of ice cream cones sold each week at an ice cream stand during the months of July
and August.
TABLE 2.15:
Week 1
Week 2
Week 3
Week 4
July
500
800
700
900
August
800
900
600
800
We want to create a bar graph that compares the data for July and August. First, we will have two axes.
Next, we can write in the week numbers at the bottom and use a scale for the side. Since we have ice cream
cone sales in the hundreds, it makes sense to use a scale of hundreds from 0 to 1000 counting by hundreds. Now we
can draw in the bars. Lets use blue for July and red for August.
146
www.ck12.org
Now lets practice. Use the bar graph to answer these questions.
Example A
What is the favorite sport of girls?

Solution: Soccer
147
www.ck12.org
Example B
What is the favorite sport of boys?

Solution: Basketball
Example C
Which sport is liked equally by both boys and girls?

Solution: Baseball
Now that you have learned how to make a double bar graph, lets see what the vegetable counts will look like in this
data display.
148
www.ck12.org
To compare both months together, we organize the data in a double bar graph. The key is to use the same
scale so that it is easy to compare each quantity. You can also see how the harvest amounts changed during
each month. Here is the double bar graph.
This is our answer.

Guided Practice

Look at this bar graph.
What is the difference between the number of boys who chose track as their favorite sport and the number of girls
who did?
Answer
149
www.ck12.org
To figure this out, we have to subtract. Because more girls chose track than boys, we can subtract the number of
boys from the number of girls.
52 = 3
There is a difference of 3 girls compared with boys who chose track as their favorite sport.
Video Review
MEDIA

Explore More
Directions: Use the following double bar graph to answer the following questions.
1. What is this graph measuring?

2. What does the horizontal axis represent?
3. What does the vertical axis represent?
4. What is being compared?
5. Is this a single bar graph or a double bar graph?
6. What is the scale of measurement?
150
www.ck12.org
7. What is the interval of the scale?

8. Which planet has the greatest gravitational pull?
9. What is its measure?
10. Which planet has the least gravitational pull?
11. What is its measure?
12. Which planet has the greatest difference between its gravitational pull and earths gravitational pull?
13. What is the measure of Neptunes gravitational pull?
14. What is the measure of Venus gravitational pull?
15. Which planet has a gravitational pull that is closest to earths gravitational pull?
151
2.13. Multiple Bar Graphs
www.ck12.org
2.13 Multiple Bar Graphs

Here youll learn how to make a multiple bar graph to display given data.
Have you ever visited a farm stand? Tania and Alex went to visit one. Here is what they found.
Tania and Alex met with Frank of "Franks Farm Stand" to ask him about his produce. Frank said that his employees
have to keep track of their sales all the time. Here is what was recorded.
Franks Farm Stand kept track of the number of pounds of vegetables sold over a three-day period. The results are
listed on the table below.
TABLE 2.16:
Type of Vegetable:
Squash
Zucchini
Corn
Carrots
Romaine Lettuce
Tomatoes
Pounds Sold: Day One

32 lbs.
40 lbs.
56 lbs.
28 lbs.
27 lbs.
44 lbs.
Pounds Sold: Day Two

36 lbs.
33 lbs.
65 lbs.
25 lbs.
31 lbs.
54 lbs.
Pounds Sold: Day Three

36 lbs.
37 lbs.
67 lbs.
23 lbs.
34 lbs.
58 lbs.
Tania made a note of all of the information from the farm stand. She decided to create a multiple bar graph to show
the data.
How can she do this?
This Concept is all about multiple bar graphs. When you are finished, you will understand how Tania could
accomplish her task.
Guidance
We previously worked on how to make a double bar graph. Lets look at a double bar graph on ice cream sales.
We can look at this bar graph and compare the ice cream sales during the months of July and August.
152
www.ck12.org
What if we wanted to compare ice cream sales during September and October with the sales from July and
August?
This is a situation where we would need to make a second double bar graph. We need to use the same scale so that
we can visually examine both sets of data. We can use the same steps as before.
Here is the data on ice cream sales during September and October for weeks 1 4.
TABLE 2.17:
Week 1
Week 2
Week 3
Week 4
September
600
500
400
300
October
400
200
100
100
Now we can take this data and design a double bar graph.
Now we can work on drawing conclusions by comparing the two double bar graphs. Answer these questions.
Example A
Which week in the month of September had the best sales?

Solution: Week One
Example B
What conclusion can you draw about ice cream sales during the month of October?
Solution: Ice cream sales in the month of October decreased steadily.
Example C
Did week 2 in September or week 2 in July have better sales?

153
www.ck12.org
Solution: Week 2 in July

Remember the farm stand? Here is the original problem once again.
Tania and Alex met with Frank of "Franks Farm Stand" to ask him about his produce. Frank said that his employees
have to keep track of their sales all the time. Here is what was recorded.
Franks Farm Stand kept track of the number of pounds of vegetables sold over a three-day period. The results are
listed on the table below.
TABLE 2.18:
Type of Vegetable:
Squash
Zucchini
Corn
Carrots
Romaine Lettuce
Tomatoes
Pounds Sold: Day One

32 lbs.
40 lbs.
56 lbs.
28 lbs.
27 lbs.
44 lbs.
Pounds Sold: Day Two

36 lbs.
33 lbs.
65 lbs.
25 lbs.
31 lbs.
54 lbs.
Pounds Sold: Day Three

36 lbs.
37 lbs.
67 lbs.
23 lbs.
34 lbs.
58 lbs.
Tania made a note of all of the information from the farm stand. She decided to create a multiple bar graph to show
the data.
How can she do this?
To accomplish this task, Tania has to follow all of the steps necessary for creating a multiple bar graph.
To create a multiple bar graph:
Draw the horizontal (x) and vertical (y) axis.

Give the graph the title Franks Farm Stand.
Label the horizontal axis Vegetables.
Label the vertical axis Pounds Sold.
Look at the range in data and decide how the units on the vertical axis (y) should be labeled. In this case, label
the vertical axis 0 - 80 by tens.
6. For each vegetable on the horizontal (x) axis, draw a vertical column to the appropriate value three times, one
column representing day one, a second column for day two, and a third column for day three.
7. Choose three colors, one to represent the values for day one, one for the values for day two, and finally one to
represent the values for day three.
1.
2.
3.
4.
5.
Here is the final result.

154
www.ck12.org
Guided Practice

Look at this bar graph once again.
Novembers ice cream sales were half of the October sales for Weeks 1, 2, 3 and 4.
Given this information, what were the sales for each of these weeks?
Answer
To figure this out, we will need to read the bar graph.
Here are the October sales.
Week 1 = 400
Week 2 = 200
155
www.ck12.org
Week 3 = 100
Week 4 = 100
Which means the sales for November were the following:
Week 1 = 200
Week 2 = 100
Week 3 = 50
Week 4 = 50
Video Review
MEDIA

Explore More
Directions: Here is the bar graph from the Concept. Use it to answer the following questions.
1. Which day had the greatest pounds of carrots sold?

2. Which vegetable was the most popular over all?
156
www.ck12.org
3. Which vegetable was the least popular over all?

4. Which vegetable had the smallest difference between the number of pounds sold per day?
5. Which vegetable was the most popular on day one?
6. Which vegetable was the most popular on day two?
7. Which vegetable was the most popular on day three?
8. About how many pounds of zucchini were sold on day two?
9. About how many pounds of tomatoes were sold on day one?
10. About how many pounds of carrots were sold on day three?
11. About how many pounds of squash was sold on day one?
12. How many total pounds of squash was sold on days 1, 2 and 3?
13. How many total pounds of zucchini was sold on days 1, 2 and 3?
14. How many total pounds of carrots was sold on days 1, 2, and 3?
15. How many total pounds of lettuce was sold on day 3?
157
2.14. Points in the Coordinate Plane
www.ck12.org
2.14 Points in the Coordinate Plane

Here youll learn how to graph given points on a coordinate grid.
Have you ever tried to make a map using a grid?
Tania and Alex have had a terrific summer. They have harvested many, many vegetables and are now ready to put
up a small farm stand in the front of their house. Alex has decided to draw a map of the area and figure out where
to put the stand. He likes the idea of using a grid, where 1 box or unit of the grid is equal to 4 feet. That way he
can figure out exactly where everything goes. Alex enjoys being organized like that. There are three things that he
wishes to put on his grid:
The garden plot which is in the back yard-12 feet directly behind the house.
The house-which is 16 feet from Smith St. and 16 feet from Walker St.
The farm stand
The house is bordered by Smith and Walker streets, so Alex would like to put the farm stand near the corner so that
people on both streets will see it. Alex begins drawing his map, but is soon stuck. Here is how far he gets.
158
www.ck12.org
Alex needs to figure out how to use the grid so that he can create his map. This will mean that he will need to
understand how to plot points on a coordinate grid.
Guidance
What is a coordinate grid?

A coordinate grid is a graph that allows us to locate points in space. You have probably seen a coordinate grid when
you have looked at a map. A map often has letters on one side and numbers on the other side so you can use a letter
and a number to locate a city or a specific place. We use a coordinate grid to locate points in two-dimensional space.
A pair of numbers, called coordinates, tells us where the point is. We can graph any point in space on the coordinate
grid.
What does a coordinate grid look like?
Here is what a coordinate grid looks like.
You can see that this coordinate grid has two lines, one that is vertical and one that is horizontal. It also has one point
where the two lines meet. Each of these parts has a special name. Lets look at naming the parts of a coordinate grid.
What are the names of the parts of a coordinate grid?
To understand this better, lets look at the diagram. The horizontal axis or the line that goes across is called the x
axis. The vertical axis or the line that goes up and down is called the y axis. The point where the two axes meet
is called the origin. The origin has the value of (0,0). You can understand the origin a little more if you know
about the x and y axis. Every line on the x axis has a different value. The values start at 0 with the origin and
go to 17 on the horizontal axis. Each line has a value of 1. Every line on the y axis has a different value. The
values start at 0 with the origin and go to 9 on the vertical axis. Each line has a value of 1.
When a point has already been plotted on a coordinate grid, we can use an ordered pair to identify its location. A
coordinate is written in the form of an ordered pair. In an ordered pair, there are two numbers put inside a set of
parentheses. The first number is an x value and the second number is a y value (x, y). Lets look at an ordered pair.
(3, 4)
How do we graph points on a coordinate grid?
To graph a point on the coordinate grid, we use numbers organized as coordinates. A coordinate is written in the
form of an ordered pair. In an ordered pair, there are two numbers put inside a set of parentheses. The first number
is an x value and the second number is a y value (x, y). Lets look at an ordered pair.
159
www.ck12.org
(3, 4)
This ordered pair has two values. It has an x value of 3 because the x value comes first. It has a y value of 4. Each
ordered pair represents one point on a coordinate grid.
Next, we can graph this ordered pair on the coordinate grid.
We are going to work in one part of the coordinate grid. You will learn about the other sections later.
If we graph (3,4) as one point on the coordinate grid, we start at the origin and count three units on the x axis first.
Then working from the 3, we count up four since the y coordinate is four. That is where we put our point.
What about if we have an ordered pair with a 0 in it?

Sometimes, we will have a zero in the ordered pair.
(0, 4)
This means that the x value is zero, so we dont move along the x axis for our first point. It is zero so we start
counting up at zero. The y value is four, so we count up four units from zero.
Notice that this point is actually on the y axis.

Now lets practice.
160
www.ck12.org
Example A
A = _____
Solution: (3,2)
Example B
B = _____
Solution: (4,6)
Example C
C = _____
Solution: (7,9)
Now that we have finished the Concept, we can work on helping Tania and Alex. Here is the problem once again.
Tania and Alex have had a terrific summer. They have harvested many, many vegetables and are now ready to put
up a small farm stand in the front of their house. Alex has decided to draw a map of the area and figure out where to
161
www.ck12.org
put the stand. He likes the idea of using a grid, where 1 box or unit of the grid is equal to 4 feet. That way he can
figure out exactly where everything goes. Alex enjoys being organized like that.
There are three things that he wishes to put on his grid:
The garden plot, which is in the backyard, 12 feet directly behind the house. The house, which is 16 feet from Smith
St. and 16 feet from Walker St. the farm stand
The house is bordered by Smith and Walker streets, so Alex would like to put the farm stand near the corner so that
people on both streets will see it. Alex begins drawing his map, but is soon stuck. Here is how far he gets.
Guided Practice

Graph (9,3) on the coordinate grid.
Answer
To graph this point, we first look at the x value.
The x value is 9. This is the value on the horizontal axis.
162
www.ck12.org
Starting at the origin, we count our way across the horizontal axis to the 9.
Then we graph the 3. It is on the y axis.
From 9, we count up three units.
This is where we put our point.
Video Review
MEDIA
James Sousa, Plotting Points on the Coordinate Plane

Explore More
Directions: Write the coordinates of each point.
1. A
2. B
3. C
4. D
5. E
6. F
7. G
8. H
163

9. I
10. J
11. K
12. L
Directions: Graph and label each point on the coordinate grid.
13. M(1, 3)
14. N(2, 4)
15. O(0, 6)
16. P(8, 6)
17. Q(2, 2)
18. R(4, 7)
19. S(7, 7)
20. T(9,0)
21. U(4, 6)
22. V(0, 5)
23. W(6, 8)
24. Y(1, 7)
25. Z(3, 4)
164
www.ck12.org
www.ck12.org
2.15 Line Graphs to Display Data Over Time

Here youll learn to make a line graph to display how data changes over time.
Have you ever tried to show how something has changed using a graph? Remember Tania? Well, with all of the
vegetables that she has been growing, Tania is trying to plan for next year. To do this, she takes a trip to the nearby
organic farm to gather some data. When she meets with Mr. Jonas the farmer, he shows her a line graph that shows
vegetable growth for the past four years. Tania is fascinated. Here is what she sees.
Mr. Jonas tells Tania that according to his calculations, the farm will produce twice as much in 2009 as it did in
2008. Tania leaves the farm with the data and a lot of excitement. She decides to redraw the line graph at home with
the new calculations for 2009. The minute she gets home, she realizes that she is confused and cant remember how
to draw a line graph.
This is where you come in. There is a lot to learn in this Concept, pay attention so that you can help Alex
draw his map and Tania draw her line graph at the end of the Concept.
Guidance
Previously we worked on a few different ways to visually display data.

A line graph is a graph that helps us to show how data changes over time.
How can we make a line graph?
To make a line graph, we need to have a collection of data that has changed over time. Data that shows growth over
years is a good example of appropriate data for a line graph.
When Jamal was born, his parents planted a tree in the back yard. Here is how tall the tree was in each of the next
five years.
2003 2 ft.
2004 3 ft.
2005 5 ft.
165
2.15. Line Graphs to Display Data Over Time
www.ck12.org
2006 9 ft.
2007 14 ft.
Now lets make a line graph.
The first thing that we need is two axes, one vertical and one horizontal.
The vertical one represents the range of tree growth. The tree grew from 2 feet to 14 feet. That is our scale. The
horizontal axis represents the years when tree growth was calculated.
Now lets practice with a few questions about line graphs.
Example A
True or false. You need a vertical and horizontal axis for a line graph.
Solution: True.
Example B
True or false. A line graph and a frequency table measure the same thing.
Solution: False. A frequency table measures how often something occurs. A line graph measures how data
changes over time.
Example C
True or false. A bar graph measures the same data as a line graph.
Solution: False. A line graph measures how data changes. A bar graph does not.
Now lets go back and help Tania with her garden plan. She wants to create a line graph to show the 2009 data with
the other data she gathered from the farm.
The first thing that she needs to do is to draw in 2 axes.
The horizontal axis shows the years: 2005, 2006, 2007, 2008, 2009. The vertical axis shows the number of vegetables
harvested. The highest number she has is in 2008 with 400 vegetables. However, the Mr. Jonas told her he expects
to double this amount. This would give 2009 a total of 800 vegetables. Our range for the vertical axis is from 0 to
800 in increments of 100 units.
Here is Tanias line graph.
166
www.ck12.org
Guided Practice

Look at the following line graph.
Which day of the week had the highest temperature? What was that temperature?
Answer
The day of the week with the highest temperature was February 3rd. The temperature on that day was about 33
degrees.
Video Review
167
2.15. Line Graphs to Display Data Over Time
www.ck12.org
MEDIA
Khan Academy: Reading Line Graphs

Explore More
Directions: Use the following line graph to answer each question.
1. What is being measured in this line graph?

2. What is on the horizontal axis?
3. What is on the vertical axis?
4. What was the highest temperature recorded?
5. What was the lowest temperature recorded?
6. What is the difference between the two temperatures?
7. On what day did the lowest temperature occur?
8. What was the average temperature for the week?
9. What was the median temperature for the week?
10. Did any two days have the same temperature?
11. What was that temperature?
12. On which two days did it occur?
13. Based on this trend, would the temperature on February 8th be less than 30 degrees or greater than?
14. True or false. There isnt a way to figure out the temperature on January 31st.
15. What was the temperature on February 5th?
168
www.ck12.org
2.16 Pie Charts

Here youll learn to interpret a circle graph and make predictions based on the data.
Have you ever looked at a circle graph? Do you know that you can learn a lot from circle graphs?
Alex and Tania have had a wonderful time planting and growing vegetables in their garden. They have learned a lot
and have been keeping track of all of the vegetables that they have grown all summer long. They have collected a
total of 400 vegetables. Not bad for their first attempt at a garden. They did not have much luck with the vegetable
stand though. They found that because they gave so many vegetables away to their workers, that there wasnt very
much to sell in the end.
Next year, we want to double our production, said Alex to his sister.
Thats a good idea. I made a circle graph showing our results from this year, Tania handed a copy of the circle
graph to Alex as she left the room.
Alex looked at the graph. It clearly shows all of the categories of vegetables that they grew with percentages next to
them. Alex cant seem to make heads or tails of all of the information. Here is the graph.
169
2.16. Pie Charts
www.ck12.org
Alex looks back at the data again.

Total vegetables = 400
Carrots = 120
Tomatoes = 80
Zucchini = 60
Squash = 100
Potatoes = 40
What conclusions can Alex make by looking at the circle graph? Can he make any predictions? To understand this,
you will need to know how to read a circle graph.
Guidance
Like bar graphs, line graphs, and other data displays, circle graphs are a visual representation of data.
In particular, we use circle graphs to show the relationships between a whole and its parts. The whole might be a
total number of people or items. It can also be decimals that add up to 1. Decimals are related to percentages, they
are both parts of a whole. We havent learned about percentages yet, but we can still use them if we think of them as
parts of a whole. A circle graph will often show percents that add up to 100 percent.
Take a look at the circle graph below. It shows which pets the students in the sixth grade have.
170
www.ck12.org
In order to interpret circle graphs, we first need to understand what whole and pieces it represents. We can
gather this information from the graphs title and the labels of the pieces.
Think about the graph above.
Each section is labeled according to a percentage. Each percentage is a part of a whole. The whole is the whole
class or 100% of the students. Here we have the numbers for who has what kind of pet. The largest group would
have the greatest percentage. In this case, dogs are the most popular pet with 40% of the kids in the sixth grade
having them. The smallest group would have the smallest percentage. In this case, there are two groups that are the
smallest or the least popular. In this circle graph, rabbits and birds are the smallest group. Since this is a graph about
popularity, we can say that the least popular pets are rabbits and birds. The most popular pet is a dog.
We have seen that circle graphs display data so that we can make generalizations about different components of the
data. They make it easy for us to interpret and analyze data. We can also use circle graphs to make predictions.
In the last example, the circle graph showed us which kind of movies were most popular (comedy) and which were
least popular (horror). This information helps us understand the likelihood that other people will choose the same
categories. Suppose, for instance, that a student was absent from the class when the poll was taken to see which
kind of movie the students preferred. Can we make any assumptions about which category the absent student might
choose?
Because most of the students selected comedy as their favorite type of movie, it would be more likely that the absent
171
2.16. Pie Charts
www.ck12.org
student would also choose comedy. We could be wrong too. Remember a prediction is made based on an assumption
or pattern but it is not an exact answer.
Now lets practice by using the circle graph shown above to answer questions.
Example A
Which type of movie is the most popular?

Solution: Comedy
Example B
Which is the least popular?

Solution: Horror
Example C
What percentage of students would choose a romance movie?

Solution: 15%
Remember Alex and the circle graph? Now back to the original problem.
Next year, we want to double our production, said Alex to his sister.
Thats a good idea. I made a circle graph showing our results from this year, Tania handed a copy of the circle
graph to Alex as she left the room.
Alex looked at the graph. It clearly shows all of the categories of vegetables that they grew with percentages next to
them.
Here is the graph.

172
www.ck12.org
Squash = 100
Zuchini = 60
Potatoes = 40
Carrots = 120
Tomatoes = 80
To help Alex, the first thing that we need to do is to underline all of the important information.
Next, we can draw some conclusions about the data to help Alex make sense of the graph. Lets look at a few
questions to help us make sense of the vegetable growth.
1. What is the largest group of vegetables grown?
a. According to the graph, the carrots were the largest group grown.
2. If they were to double production next year, how many of each type of vegetable would be grown?
a. Carrots = 120 to 240, tomatoes = 80 to 160, zucchini = 60 to 120, squash = 100 to 200, potatoes = 40 to
80.
3. Which vegetable was the smallest group?
a. The smallest group is potatoes.
Alex and Tania can look at two things as they work to increase vegetable growth. Our graph doesnt tell us why they
only grew 40 potatoes. They can analyze whether insects hurt their crop or whether or not they planted enough. The
circle graph gives them a great starting point for future planning.
Guided Practice

Look at this graph and answer the following questions.
Based on the graph, what is the most popular student activity? If 55% of the students have this as their favorite
activity, what percent of the students dont have sports as their favorite activity?
Answer
173
2.16. Pie Charts
www.ck12.org
If you look at the graph, the largest section of the graph is 55% which is sports. Sports is the most popular activity.
If 55% of the students chose sports, then 45% did not choose it as their favorite activity.
Video Review
MEDIA
Khan Academy Reading Pie Graphs (Circle Graphs)
MEDIA
James Sousa, Constructing a Circle Graph Part 1
MEDIA
James Sousa, Constructing a Circle Graph Part 2
Explore More
Directions: Use the circle graph to answer the following questions.

174
www.ck12.org
This circle graph shows the results of a survey taken of sixth graders about their favorite things to do in the summer.
Use the graph to answer the following questions.
1. What percent of the students enjoy the pool in the summer?
2. What percent of the students enjoy camping?
3. What percent of the students enjoy hiking?
4. What percent of the students enjoy going to the beach?
5. What percent of the students do not enjoy camping?
6. What percent of the students enjoy being near or in the water?
7. What percent of the students enjoy camping and hiking?
8. What percent of the students did not choose hiking as a summer activity?
9. Which section has the majority of the votes?
10. If a new students opinion was added to the survey, which category would the new student most likely choose?
This circle graph shows the results of a survey taken among students about their favorite school lunches. Use the
graph to answer the following questions.
175
2.16. Pie Charts

11. What percent of the students enjoy soup as a lunch?
12. What is the favorite choice of students for school lunch?
13. What is the least favorite choice?
14. What percent of the students enjoy salad?
15. What percent of the students did not choose salad as a favorite choice?
16. What percent of the students chose either pizza or tacos as their favorite choice?
17. What percent of the students chose chicken sandwich or pizza as their favorite choice?
18. What percent of the students did not choose chicken or pizza?
19. What is your favorite choice for lunch?
20. If you could add a food choice to this survey, what would it be?
176
www.ck12.org
www.ck12.org
2.17 Circle Graphs to Make Bar Graphs

Here youll learn how to use a circle graph to create a bar graph.
Remember how Alex used the circle graph to make predictions? In the Pie Charts Concept, Alex used the circle
graph that Tania had made. Well, the entire time, he kept wishing that she had used a bar graph instead of a circle
graph. Now Alex wants to take the information that Tania put in the circle graph and make a bar graph to use instead.
Here is the circle graph.

Carrots = 120
177
2.17. Circle Graphs to Make Bar Graphs
www.ck12.org
Tomatoes = 80
Zucchini = 60
Squash = 100
Potatoes = 40
Use this Concept to learn how to create a bar graph from a circle graph.
Guidance
Circle graphs are just one of many different displays we can use to organize and present data in a form that is easy
to interpret. As we have said, circle graphs are most useful when we are comparing parts of a whole or total.
We can easily see which part is the biggest or smallest.
Bar graphs also allow us to make comparisons easily. Unlike most circle graphs, bar graphs let us compare
exact amounts. We usually use circle graphs when dealing with percentages, and the percents of the pieces add up
to 100 percent. In a bar graph, however, we use a scale to show the exact amount of each category.
Take a look at the two graphs below.
178
www.ck12.org
Both graphs show how Trey spends the $40 he earns each month delivering papers.
The circle graph gives this information in percents.
We can see that Trey spends 40 percent of his money on food and 10 percent on buying baseball cards. He saves the
other 50% for his new bike.
The bar graph shows the same results but in a different format. The pieces in the circle graph are represented by bars on the bar graph. We show the categories of how Trey spends his money across the bottom. Along
the side, a scale gives actual amounts of money. The height of each category bar tells exactly how much money Trey
spends on that category. The food bar shows that Trey spent $16 on food and $4 on baseball cards. He saves $20
each week to put towards the new bike.
How did we get from a percentage to an actual amount of money?
When we have a circle graph, the data is presented in percentages. When we have a bar graph, the data is presented
using the actual amounts that the percentages represent. To figure out a number from a percentage, we have to do a
little arithmetic.
Lets look at the first piece of data-Trey spent 40% of $40.00 on food.
We need to figure out how much that 40% of 40.00 is. To do that, we can write a proportion. A proportion compares
two fractions, so first we convert our percentage to a fraction:
40% =
40
100
Notice that the fraction shows the partial value on top, and the total on the bottom. Next, we want to know how
much of the $40.00 is 40%. We write a second fraction with the total number of dollars Trey has to spend on the
bottom, and a variable on top to represent the part of his total money we want to know:
x
40
Here is our proportion.
40
x
=
100 40
1600 = 100x
x = 16
You can see that we cross multiplied and divided to get our answer. Trey spent $16 of his $40.00 on food.
If you look back at the bar graph, you can see that this is the actual amount from the bar graph.
Once you have converted all of the percentages to actual numbers, you can build a bar graph just as you did
in an earlier Concept.
Now lets practice.
Example A
John spent 15% of $20.00 on candy. How much did he spend?

Solution: $3.00
179
www.ck12.org
Example B
Susan ate 45% of 20 carrots. How many did she eat?

Solution: 9 carrots
Example C
Kelly sold 55% of 60 zucchini. How many did she sell?

Solution: 33 zucchini
Now back to the original problem.
We can draw some conclusions about the data to help Alex make sense of the graph. Lets look at a few questions to
help us make sense of the vegetable growth.
1. What is the largest group of vegetables grown?
a. According to the graph, the carrots were the largest group grown.
2. If they were to double production next year, how many of each type of vegetable would be grown?
a. Carrots = 120 to 240, tomatoes = 80 to 160, zucchini = 60 to 120, squash = 100 to 200, potatoes = 40 to
80.
3. Which vegetable was the smallest group?
a. The smallest group is potatoes.
Alex and Tania can look at two things as they work to increase vegetable growth. Our graph doesnt tell us why they
only grew 40 potatoes. They can analyze whether insects hurt their crop or whether or not they planted enough. The
circle graph gives them a great starting point for future planning.
Alex prefers bar graphs to circle graphs. Lets use the data from the circle graph to build a bar graph.
The first thing to see is that the range of growth is from 40 to 120. We can make our axis on the left hand side
have a range from 0 to 120 in intervals of 20. This will include each category of vegetable.
Here is our bar graph.
Alex and Tania now have two different ways to examine the same data. Planning for next years garden is a
lot simpler now.
180
www.ck12.org
Guided Practice
If you think back through the last several concepts, you have learned many different ways to display data. Lets put
that altogether.
1. Frequency Table-shows how often an event occurs.
2. Line plot-shows how often an event occurs-useful when there are a lot of numbers over a moderate
range.
3. Bar graphs-useful when comparing one or more pieces of data
4. Line graph-shows how information changes over time
5. Circle graph-a visual way to show percentages of something out of a whole.
Take a minute to write these notes down in your notebooks.

Choose the best data display given each description below.
1. A tally of how many people ate ice cream cones in one week.
2. The number of people who attended Red Sox games for 2002, 2003 and 2004.
3. Percentages showing where people choose to go on vacation.
Video Review
MEDIA
Khan Academy: Reading Bar Graphs
MEDIA
Khan Academy: Reading Pie Graphs (Circle Graphs)

181
www.ck12.org
Explore More
Directions: Use the following circle graph and proportions to answer each question.
Three hundred students were surveyed to find out their favorite school lunch.
1. How many students chose hamburgers as their favorite lunch?
2. How many students chose chicken fingers as their favorite lunch?
3. How many students did not choose hamburgers?
4. How many students chose pizza as their favorite lunch?
5. How many students chose grilled cheese as their favorite lunch?
6. How many students did not choose grilled cheese or pizza?
7. How many students did not choose chicken fingers as their favorite lunch?
8. How many students were undecided?
9. Given your answers to numbers 1 - 8, what interval would make sense to use as the vertical axis of the bar graph?
11. What would you use to label the horizontal axis of the bar graph?
12. Would the bar graph use numbers of students or percents?
13. What proportion did you use to figure out each value in numbers 1 - 8?
14. True or false. Any circle graph can be drawn as a bar graph.
15. True or false. Bar graphs use actual numbers and circle graphs use percents.
182
www.ck12.org
2.18 Mean
Here youll learn to find the mean of a set of data.
Have you ever heard of the word "average" in math? Have you ever tried to figure out the average or mean of a set
of numbers?
Tania and Alex are continuing to plan for next years garden. Today, Tania has decided to complete a harvesting
review of carrots. She wants to use the number of carrots that were picked each week to make some conclusions
about carrot growth. First, she wants to figure out the mean or the average number of carrots that were picked.
Here is Tanias data about the number of carrots picked each week over nine weeks of harvest.
2, 8, 8, 14, 9, 12, 14, 20, 19, 14
This is a total of 120 carrots-the number of carrots that we saw in the last Concept.
Use what you will learn in this Concept to help Tania.
Guidance
The first way of analyzing data that we are going to learn about is called the mean. A more common name for the
mean of a set of data is to call it the average. In other words, the mean is the average of the set of data.
An average lets us combine the numbers in the data set into one number that best represents the whole set. First lets
see how to find the mean, and then well learn more about how to use it to interpret data.
There are two steps to finding the mean.
1. We add up all of the numbers in the data set.
2. We divide the total by the number of numbers in the set.
10, 7, 3, 8, 2
First, we need to add all the numbers together.
10 + 7 + 3 + 8 + 2 = 30
Now we divide the total, 30, by the number of items in the set. There are 5 numbers in the set, so we divide 30 by 5.
30 5 = 6
The mean , or average , of the set is 6.
Next, lets see how finding the mean helps us interpret data.
Suppose we want to know how tall plants grow when we add a certain nutrient to the water. The data below shows
the height in inches of 10 plants grown with the nutrient-rich water.
183
2.18. Mean
www.ck12.org
9, 10, 7, 3, 11, 9, 8, 11, 7, 10

Lets find the mean. Add up all of the numbers first.
9 + 10 + 7 + 3 + 11 + 9 + 8 + 11 + 7 + 10 = 85
Now we divide by the number of items in the data set. There are 10 plants, so we get the following answer.
85 10 = 8.5
The mean height of the plants is 8.5 inches. This gives us a nice estimate of how tall a plant might grow with the
nutrient-rich water. Lets see where the mean falls in relation to the other numbers in the set. If we reorder the
numbers, we get
3, 7, 7, 8, 9, 9, 10, 10, 11, 11
The minimum of the set is 3 and the maximum is 11. Take a good look at all of the numbers in the set. Here are
some conclusions that we can draw from this data.
Only 3 stands out by itself at one end of the data set. Since it is much smaller than the other numbers, we
might assume that this plant didnt grow very well for some reason.
We can make a prediction based on this.
Perhaps of the 10 plants it got the least light, or maybe its roots were damaged.
The mean helps even out any unusual results such as the height of this one plant.
Now lets practice. Find the mean for each set of data.
Example A
3, 4, 5, 6, 2, 5, 6, 12, 2
Solution: 5
Example B
22, 11, 33, 44, 66, 76, 88, 86, 4

Solution: 47.7 or round up to 48
Example C
37, 123, 234, 567, 321, 909, 909, 900

Solution: 500
2, 8, 8, 14, 9, 12, 14, 20, 19, 14
This is a total of 120 carrots-the number of carrots that we saw from the last section.
First, we can underline all of the important information. Next, lets find the mean
What is the average amount of carrots that were picked overall?
To answer this question, we add up the values in the data set and divide by the number of values in the data set.
184
www.ck12.org
2 + 8 + 8 + 14 + 9 + 12 + 14 + 20 + 19 + 14 = 120
120 10 = 12
The mean or average is 12.
Guided Practice

Jacob has the following quiz scores.
78, 90, 83, 88, 67, 90, 84, 69
Given these scores, what is his average for the quarter?
Answer
To begin, add up all of the scores.
78 + 90 + 83 + 88 + 67 + 90 + 84 + 69 = 649
Next, we divide by the number of scores.
649 8 = 81.1
Jacobs average is an 81.
Video Review
MEDIA
Khan Academy Statistics: The Average

Explore More
Directions: Find the mean for each set of data. You may round to the nearest tenth when necessary.
1. 4, 5, 4, 5, 3, 3
2. 6, 7, 8, 3, 2, 4
3. 11, 10, 9, 13, 14, 16
4. 21, 23, 25, 22, 22, 27
5. 27, 29, 29, 32, 30, 32, 31
6. 34, 35, 34, 37, 38, 39, 39
7. 43, 44, 43, 46, 39, 50
185
2.18. Mean
8. 122, 100, 134, 156, 144, 110
9. 224, 222, 220, 222, 224, 224
10. 540, 542, 544, 550, 548, 547
11. 762, 890, 900, 789, 780, 645, 700
12. 300, 400, 342, 345, 403, 302
13. 200, 199, 203, 255, 245, 230, 211
14. 1009, 1000, 1200, 1209, 1208, 1217
15. 2300, 2456, 2341, 2400, 2541, 2321
186
www.ck12.org
www.ck12.org
2.19 Median
Here youll learn to find the median of a set of data.
Have you ever tried to figure out the middle number of a set of data?
Tania has her carrot counts organized. Now she wants to figure out the middle number of carrots that were picked.
2, 8, 8, 14, 9, 12, 14, 20, 19, 14
This is a total of 120 carrots-the number of carrots that we saw from the last Concept.
In this Concept, you will learn how to help Tania figure out the median number of carrots picked during the
harvest season.
Guidance
The median of a set of data is the middle score of the data. Medians are useful whenever we are trying to figure out
what the middle of a set of data is. For example, lets say that we are working to figure out what a median amount
of money is or for a runner what a median time is.
2, 5, 6, 2, 8, 11, 13, 14, 15, 21, 22, 25, 27
Here is a set of data. To find the median of a set of data we need to do a couple of things.
1. Write the numbers in order from the smallest to the greatest. Be sure to include repeated numbers in the
list.
If we do that with this set, here are our results.
2, 2, 5, 6, 8, 11, 13, 14, 15, 21, 22, 25, 27
2. Next, we find the middle number of the set of data.
In this set, we have an odd number of values in the set. There are thirteen numbers in the set. We can count 6 on one
side of the median and six on the other side of the median.
Our answer is 13.
This set of data was easy to work with because there was an odd number of values in the set. What happens when
there is an even number of values in the set?
4, 5, 12, 14, 16, 18
Here we have six values in the data set. They are already written in order from smallest to greatest so we dont need
to rewrite them. Here we have two values in the middle because there are six values.
4, 5, 12, 14, 16, 18
The two middle values are 12 and 14. We need to find the middle value of these two values. To do this, we take the
average of the two scores.
12 + 14 = 26
26 2 = 13
The median score is 13.
187
2.19. Median
www.ck12.org
Now lets practice. Find the median of each set of data.
Example A
5, 6, 8, 11, 15
Solution: 8
Example B
4, 1, 6, 9, 2, 11
Solution: 5
Example C
23, 78, 34, 56, 89

Solution: 56
Now back to the original problem. Here is Tanias data about the number of carrots picked each week over nine
weeks of harvest.
2, 8, 8, 14, 9, 12, 14, 20, 19, 14
What is the middle number of carrots that were picked?
This question is asking us to find the median or middle number. We look at a set of data listed in order.
2, 8, 8, 9, 12, 14, 14, 14, 19, 20
The median is between 12 and 14.
The median number is 13.
Guided Practice

Jess has planted a garden. His big crop has been eggplant. Jess harvested the following numbers of eggplant over
five days.
12, 9, 15, 6, 9
What is the median number of eggplant harvested?
Answer
To figure this out, we must first write the numbers in order from least to greatest.
6, 9, 9, 12, 15
Notice that 9 is included twice.
Then we find the middle score.
The median number of eggplant harvested was 9 eggplant.
188
www.ck12.org
Video Review
MEDIA
James Sousa, Mean, Median & Mode

Explore More
Directions: Find the median for each pair of numbers.

1. 16 and 19
2. 4 and 5
3. 22 and 29
4. 27 and 32
5. 18 and 24
Directions: Find the median for each set of numbers.
6. 4, 5, 4, 5, 3, 3
7. 6, 7, 8, 3, 2, 4
8. 11, 10, 9, 13, 14, 16
9. 21, 23, 25, 22, 22, 27
10. 27, 29, 29, 32, 30, 32, 31
11. 34, 35, 34, 37, 38, 39, 39
12. 43, 44, 43, 46, 39, 50
13. 122, 100, 134, 156, 144, 110
14. 224, 222, 220, 222, 224, 224
15. 540, 542, 544, 550, 548, 547
189
2.20. Mode
www.ck12.org
2.20 Mode
Here youll learn to find the mode of a set of data.
Do you know what a mode is? When you have a set of data, you can figure out the mode. Lets think about Tania
and her carrots.
2, 8, 8, 14, 9, 12, 14, 20, 19, 14
What number of carrots was picked most often?
This is what you will learn in this Concept. You will learn about the mode.
Guidance
The mode of a set of data is simply the number that occurs most often. When we put our data in numerical order, it
becomes easy to see how often each of them occurs.
Lets look at the data set below.
61, 54, 60, 59, 54, 51, 60, 53, 54
First, we put the data in numerical order.
51, 53, 54, 54, 54, 59, 60, 60, 61
Now we look for any numbers that repeat.
Both 54 and 60 appear in the data set more than once. Which appears more often?
54 repeats the most times. That is our mode.
Our answer is 54.
What if a data set doesnt have a repeating number?
If no number occurs more than once, or if numbers appear in the set the same number of times, the set has no mode.
22, 19, 19, 16, 18, 21, 30, 16, 27
In the set above, both 16 and 19 occur twice. No number in the set happens the most often, so there is no mode
for this set.
How can we use the mode to analyze data?
Because it is the number that occurs most often in a data set, we know that it is the most frequent answer to our
question or result of our experiment.
Now lets practice. Find the mode of each data set.
190
www.ck12.org
Example A
2, 4, 4, 4, 6, 7, 8, 8, 10, 10, 11, 12

Solution: 4
Example B
5, 8, 9, 1, 2, 9, 8, 10, 11, 18, 19, 20

Solution: 9
Example C
12, 12, 5, 6, 7, 11, 23, 23, 67, 23, 89, 23

Solution: 23
Now back to the original problem. Here is Tanias data about the number of carrots picked each week over nine
weeks of harvest.
2, 8, 8, 14, 9, 12, 14, 20, 19, 14
Which number of carrots was harvested the most often?
To answer this question, we need to reorder the data to find the mode or the number that occurs the most often.
2, 8, 8, 9, 12, 14, 14, 14, 19, 20
The number 14 occurs the most often, that is the mode of this data set.
Guided Practice

Suppose the data below shows how many people visit the zoo each afternoon.
68, 104, 91, 80, 91, 65, 90, 91, 70, 91
Answer
We can see that 91 occurs most often in the set, so we know 91 is the mode.
This number helps us approximate how many people visit the zoo each afternoon because it was the most frequent
number.
Video Review
MEDIA
James Sousa, Mean, Median & Mode

191
2.20. Mode
Explore More
Directions: Identify the mode for the following sets of data.

1. 2, 3, 3, 3, 2, 2, 2, 5, 6, 7
2. 4, 5, 6, 6, 6, 7, 3, 2
3. 23, 22, 22, 24, 25, 25, 25
4. 123, 120, 121, 120, 121, 125, 121
5. 678, 600, 655, 655, 600, 678, 600, 600
6. 4, 5, 4, 5, 3, 3
7. 6, 7, 8, 3, 2, 4, 4, 7, 7, 7
8. 11, 10, 9, 13, 14, 16, 11, 10, 11
9. 21, 23, 25, 22, 22, 27
10. 27, 29, 29, 32, 30, 32, 31
11. 34, 35, 34, 37, 38, 39, 39, 34, 34
12. 43, 44, 43, 46, 39, 50, 43, 43
13. 122, 100, 134, 156, 144, 110, 110
14. 224, 222, 220, 222, 224, 224
15. 540, 542, 544, 550, 548, 547, 547, 550, 550, 548
192
www.ck12.org
www.ck12.org
2.21 Range of Spread/Dispersion

Here youll learn to find the range of a set of data.
Remember Tania and the carrots in the Mode Concept? Well, now lets think about range.
2, 8, 8, 14, 9, 12, 14, 20, 19, 14
What is the range of carrots picked?
This Concept will teach you all about range. Then we will revisit this problem at the end of the Concept.
Guidance
The range of a set of data simply tells where the numbers fall, so that we know if they are close together or spread
far apart. A set of data with a small range tells us something different than a set of data with a large range. Well
discuss this more, but first lets learn how to find the range.
Here are the steps for finding the range of a set of data.
1. What we need to do is put the values in the data set in numerical order. Then we know which is the
greatest number in the set (the maximum), and which is the smallest number (the minimum).
2. To find the range, we simply subtract the minimum from the maximum.
Take a minute to copy these steps into your notebook.

Take a look at the data set below.
11, 9, 8, 12, 11, 11, 14, 8, 10
First, we arrange the data in numerical order.
8, 8, 9, 10, 11, 11, 11, 12, 14
Now we can see that the minimum is 8 and the maximum is 14. We subtract to find the range.
14 - 8 = 6
193
2.21. Range of Spread/Dispersion
www.ck12.org
The range of the data is 6. That means that all of the numbers in the data set fall within six places of each
other. All of the data results are fairly close together.
How can we use a range to help us answer a question? Suppose we wanted to know the effect of a special soil on
plant growth. The numbers in this data set might represent the height in inches of 9 plants grown in the special soil.
We know that the range is 6, so all of the plants heights are within 6 inches of each other.
What if the 9 plants had these heights instead?
6, 11, 4, 12, 18, 9, 25, 16, 22
Lets reorder the data and find the range.
4, 6, 9, 11, 12, 16, 18, 22, 25
Now we can see that the minimum is 4 and the maximum is 25. Lets subtract to find the range.
25 - 4 = 21
The range of this data is 21. That means the numbers in the data set can be much farther apart.
What does this mean about plants grown in special soil?
If the first group of plants had a range of only 6, their heights ended up being fairly close together. So they grew
about the same in the special soil. In contrast, the second group of plants had a much greater range of heights. We
might not be so quick to assume that the special soil had any effect on the plants, since their heights are so much
more varied.
The range has helped us understand the results of the experiment.
Here are a few for you to try on your own. Find the range of the following data sets.
Example A
4, 5, 6, 9, 12, 19, 20
Solution: 16
Example B
5, 2, 1, 6, 8, 20, 25
Solution: 24
Example C
65, 23, 22, 45, 11, 88, 99, 123, 125

Solution: 114
Now lets go back to Tania and the carrots.
194
www.ck12.org
2, 8, 8, 14, 9, 12, 14, 20, 19, 14
What is the range of carrots picked?
To find this out, we need to figure out the difference between the greatest number of carrots picked and the least
number of carrots picked.
The greatest number picked was 20.
The least number picked was 2.
20 2 = 18
The range is 18 carrots.
Guided Practice

The following is the number of patrons at a local movie theater.
26, 22, 40, 45, 46, 18, 30, 80, 60, 75
What is the range of the data?
Answer
To figure this out, we need to find the difference between the highest number of patrons and the lowest number of
patrons.
The highest number of patrons was 80.
The lowest number of patrons was 22.
80 22 = 58
The range for the data set is 58.
Video Review
MEDIA
Khan Academy: Range and Mid-range

Explore More
Directions: Find the range for each set of data.

1. 4, 5, 4, 5, 3, 3
2. 6, 7, 8, 3, 2, 4
195
2.21. Range of Spread/Dispersion
www.ck12.org
3. 11, 10, 9, 13, 14, 16

4. 21, 23, 25, 22, 22, 27
5. 27, 29, 29, 32, 30, 32, 31
6. 34, 35, 34, 37, 38, 39, 39
7. 43, 44, 43, 46, 39, 50
8. 122, 100, 134, 156, 144, 110
9. 224, 222, 220, 222, 224, 224
10. 540, 542, 544, 550, 548, 547
11. 2, 3, 3, 3, 2, 2, 2, 5, 6, 7
12. 4, 5, 6, 6, 6, 7, 3, 2
13. 23, 22, 22, 24, 25, 25, 25
14. 123, 120, 121, 120, 121, 125, 121
15. 678, 600, 655, 655, 600, 678, 600, 600
Summary
Having completed this chapter, students are now ready to move on to Chapter Three. Each Concept has provided
students with an opportunity to engage and practice skills in many Concepts including customary and metric
measurement with units and tools, perimeter, area, scale measurement, data displays, coordinate grids, mean, median
and mode as well as circle graphs.
196
www.ck12.org
Chapter 3. Addition and Subtraction of Decimals
C HAPTER
Addition and Subtraction of

Decimals
Chapter Outline
3.1
N UMBERS WITH D ECIMAL P LACE VALUE
3.2
N UMBERS IN E XPANDED F ORM
3.3
D ECIMALS IN W ORDS
3.4
C OMBINATIONS OF D ECIMAL M ONEY A MOUNTS
3.5
E QUIVALENT M ETRIC U NITS OF L ENGTH
3.6
M ETRIC U NIT L ENGTH C ONVERSIONS
3.7
A PPROPRIATE TOOLS FOR M ETRIC M EASUREMENT
3.8
A PPROPRIATE D ECIMAL U NITS FOR M ETRIC M EASUREMENT
3.9
M ETRIC L ENGTH C OMPARISON
3.10
D ECIMAL C OMPARISON
3.11
D ECIMAL R OUNDING ON A N UMBER L INE
3.12
D ECIMAL R OUNDING G IVEN P LACE VALUE
3.13
S MALL D ECIMAL R OUNDING TO A L EADING D IGIT
3.14
L ARGE D ECIMAL R OUNDING TO D ECIMAL R EPRESENTATIONS
3.15
D ECIMAL R OUNDING TO E STIMATE S UMS AND D IFFERENCES
3.16
F RONT-E ND E STIMATION
3.17
D ECIMAL A DDITION
3.18
D ECIMAL S UBTRACTION
3.19
M ENTAL M ATH TO A DD AND S UBTRACT D ECIMALS
3.20
P ROPERTIES IN D ECIMAL O PERATIONS
3.21
S TEM - AND -L EAF P LOTS
3.22
S TEM AND L EAF P LOTS , R ANGE OF A DATA S ET
3.23
S TEM AND L EAF P LOTS , M EAN , M EDIAN , AND M ODE
3.24
P ROBLEM S OLVING P LAN , E STIMATION WITH D ECIMALS
Introduction
content of each Concept. Students are given opportunities to practice the skills of each Concept through realworld situations, examples, guided practice and independent practice sections. In this third chapter, Adding and
Subtracting Decimals, students will engage in many Concepts including decimal place value, reading and writing
decimals, decimal money amounts, metric measurement, sums and differences of decimals, stem-and-leaf plots and
estimation.
197
3.1. Numbers with Decimal Place Value
www.ck12.org
3.1 Numbers with Decimal Place Value

Here youll learn to express numbers using decimal place value.
Have you ever wanted a summer job? Have you ever had a summer job?
Julie wants a job for the summer vacation. Most of her friends have already found a place to work, and Julie isnt
sure that she is going to get one.
Just when Julie was ready to give up hope, she saw a sign for an ice cream stand. It looked like the perfect job. Julie
put in an application and waited for the phone to ring.
While she was waiting, she decided to work on her math homework.
"Decimals," said Julie with a sigh.
The first problem that she saw showed the following decimal.
.67
What does this mean? This Concept is all about decimals and place value. By the end of the Concept, you will
understand how to put the pieces together to understand this decimal better.
Guidance
Up until this time in mathematics, we have been working mainly with whole numbers. A whole number represents
a whole quantity. There arent any parts when we work with a whole number.
When we have a part of a whole, we can write it in a couple of different ways.
One of the ways that we write it is as a decimal.
A decimal is a part of a whole.
4.56
This decimal has parts and wholes in it. Notice that there is a point in the middle of the number.
This is called the decimal point.
The decimal point helps us to divide the number between wholes and parts. To the right of the decimal point are
the parts of the whole and to the left of the decimal point is the whole number.
198
www.ck12.org
We can have numbers with parts and wholes in them, and we can have numbers that are just decimals.
.43
This decimal has two decimal places. Each digit after the decimal is in a different place. We call these places place
values. When you were working with whole numbers you used place value too, but this is a new place value system
that includes decimals.
How can we express a decimal using place value?
To express a decimal using place value we need to use a place value chart. This gives us an idea about the worth of
the decimal.
Here is a place value chart.
TABLE 3.1:
Tens
Ones
Tenths
Hundredths
Thousandths
Ten
Thousandths
.
Notice that if we take the last example and write it in the place value chart above each number is a word. That word
gives us the value of that digit according to its place in the chart. This number is forty-three hundredths. The three
is the last number, and is in the hundredths place so that lets us know to read the entire number as hundredths.
TABLE 3.2:
Tens
Ones
.
Tenths
Hundredths
Thousandths
Ten
Thousandths
Hmmm. Think about that, the word above each digit has a name with a THS in it. The THS lets us know that we are
working with a part of a whole.
What whole is this decimal a part of?
To better understand what whole the decimal is a part of, we can use a picture. We call these grids or hundreds grids.
Notice that the number in the last example was .43 or 43 hundredths. The hundredths lets us know that this is out
of one hundred. Here is a picture of a hundreds grid.
199
www.ck12.org
Now we want to show 43 hundredths of the hundreds grid. To do that, we shade 43 squares. Each square is one part
of one hundred.
200
www.ck12.org
What about tenths?

If you look at a place value chart, you can see that there are other decimal names besides hundredths. We can also
have tenths.
.5
Here is a number that is five-tenths. We can create a picture of five-tenths using a grid of ten units.
If we want to show .5 in this box, we can see that tenths means 5 out of 10. We shade five boxes of the ten.
We can make pictures of tenths, hundredths, thousandths and ten-thousands. Ten-thousandths, whew! Think about
how tiny those boxes would be.
Now lets practice. Write each number in words and as a decimal using each grid.
Example A
Solution: .12
201

Example B
Solution: .25
202
www.ck12.org
www.ck12.org
Example C
Solution: .80
Now lets think about Julie and the decimals. Here is the original situation from the beginning of the Concept.
Julie wants a job for the summer vacation. Most of her friends have already found a place to work, and Julie isnt
sure that she is going to get one. Have you ever wanted a job? Have you ever had one?
Just when Julie was ready to give up hope, she saw a sign for an ice cream stand. It looked like the perfect job. Julie
put in an application and waited for the phone to ring.
While she was waiting, she decided to work on her math homework.
"Decimals," said Julie with a sigh.
203
www.ck12.org
The first problem that she saw showed the following decimal.
.67
If you think about this Concept, this decimal has two places represented. It has a tenths place and a hundredths place
represented. The six is the in the tenths place and the seven is in the hundredths place. In a later Concept, you will
look at how these places help when we work with money.
Guided Practice

How would you represent 57 hundredths on the following grid?
Answer
First, this isnt an ordinary grid, it is a hundreds grid. We can represent 57 hundredths by filling in 57 of the squares
on this grid. Then we could write the following decimal.
.57
Video Review
204
www.ck12.org
MEDIA
James Sousa, Write a Number in Decimal Notation from Words
Explore More
Directions: Look at each hundreds grid and write a decimal to represent the shaded portion of the grid.
1.
2.
205
3.
206
www.ck12.org
www.ck12.org
4.
5.
207
Directions: Identify the place value of each of the digits in the following decimals.
6. .32
7. .43
8. .125
9. .6
10. .789
11. .209
12. .1
13. .009
14. .08
15. .003
208
www.ck12.org
www.ck12.org
3.2 Numbers in Expanded Form

Here youll learn to express numbers in expanded form given decimal form.
Remember Julie and her decimal from the last Concept? She had the decimal .67 written in her notebook. In that
Concept, you learned how to write identify the decimal digits according to place value.
Well, how could you write this decimal out the long way if you dont use words?
This is called expanded form, and it is the focus of this Concept. At the end of the Concept, you will know
how to write any decimal in expanded form.
Guidance
In the Numbers with Decimal Place Value Concept, you learned how to express decimals in words using a place
value chart and in pictures using grids with tens and hundreds in them. We can also stretch out a decimal to really
see how much value each digit of the decimal is worth.
This is called expanded form.
What is expanded form?
Expanded form is when a number is stretched out. Lets look at a whole number first and then use this information
with decimals.
265
If we read this number we can read it as two hundred and sixty-five. We can break this apart to say that we have
two hundreds, six tens and five ones. HUH??? What does that mean? Lets look at our place value chart to
help us make sense of it.
TABLE 3.3:
Hundred
Tens
Ones
Tenths
Hundredths Thousandths Ten

Thousandths
If you look at the chart you can see how we got those values for each digit. The two is in the hundreds place. The
six is in the tens place and the five is in the ones place. Here it is in expanded form.
2 hundreds + 6 tens + 5 ones
This uses words, how can we write this as a number?
200 + 60 + 5
Think about this, two hundred is easy to understand. Six tens is sixty because six times 10 is sixty. Five ones are
just that, five ones.
This is our number in expanded form.
How can we write decimals in expanded form?
We can work on decimals in expanded form in the same way. First, we look at a decimal and put it into a place value
chart to learn the value of each digit.
.483
209
3.2. Numbers in Expanded Form
www.ck12.org
TABLE 3.4:
Hundred
Tens
Ones
Tenths
.

Thousandths
8
3
Now we can see the value of each digit.

4 = four tenths
8 = eight hundredths
3 = 3 thousandths
We have the values in words, now we need to write them as numbers.
Four tenths = .4
Eight hundredths = .08
Three thousandths = .003
What are the zeros doing in there when they arent in the original number?
The zeros are needed to help us mark each place. We are writing a number the long way, so we need the zeros to
make sure that the digit has the correct value. If we didnt put the zeros in there, then .8 would be 8 tenths rather
than 8 hundredths. Now, we can write this out in expanded form.
.483
.4 + .08 + .003 = .483
This is our answer in expanded form.
Now lets practice. Write each number in expanded form.
Example A
567
Solution: 500 + 60 + 7
Example B
.345
Solution: .3 + .04 + .005
Example C
.99
Solution: .9 + .09
Now lets apply this to the decimal that was in Julies homework. Here is the original problem once again.
Well, in the last Concept, Julie had the decimal .67 written in her notebook. In that Concept, you learned how to
write identify the decimal digits according to place value.
Well, how could you write this decimal out the long way if you dont use words?
Now lets write out .67 in expanded form. We have the tenths place and the hundredths place represented.
210
www.ck12.org
.6 + .07 = .67
This is our answer.
Guided Practice

Write the following decimal in expanded notation.
.4562
Answer
We have four places represented in this decimal. We have tenths, hundredths, thousandths and ten-thousandths
represented in the decimal. We have to represent each of these places in the expanded form too.
.4 + .05 + .006 + .0002 = .4562
This is our answer.
Video Review
MEDIA
Khan Academy Decimal Place Value

Explore More
Directions: Write each decimal out in expanded form.

1. .5
2. .7
3. .11
4. .05
5. .62
6. .78
7. .345
8. .98
9. .231
10. .986
11. .33
12. .821
211
3.2. Numbers in Expanded Form

13. .4321
14. .8739
15. .9327
212
www.ck12.org
www.ck12.org
3.3 Decimals in Words

Here youll learn how to read and write decimals to the ten - thousandths place.
Julie has figured out how to identify decimals and how to determine the place value of certain decimals. She also
knows how to write one out in expanded notation. With confidence, she was able to finish this section of her
homework.
What about writing decimals? Do you know how to do that?
Well, the next part of Julies homework requires that she know how to write a decimal out in words. Here is the first
decimal in this part of the homework.
.567
Julie isnt sure how to write this one out.
This Concept is all about reading and writing decimals. This is exactly what is needed for Julie to be successful
in her assignment.
Guidance
We have been learning all about figuring out the value of different decimals. We have used place value to write them,
we have used pictures and we have stretched them out. Now it is time to learn to read and write them directly. Lets
start with reading decimals.
How do we read a decimal?
We read a decimal by using the words that show the place value of the last digit of the decimal.
.45
To help us read this decimal, we can put it into our place value chart.
TABLE 3.5:
Hundred
Tens
Ones
Tenths
.

Thousandths
5
We read this decimal by using the place value of the last digit to the right of the decimal point. Normally, we would
read this number as forty-five. Because it is a decimal, we read forty-five hundredths. The last digit is a five and it
is in the hundredths place.
Can we use place value to write the number too?
Yes we can. We write the number as we normally would.
Forty-five
Next, we add the place value of the last digit to the right of the decimal point.
Forty-five hundredths
Our answer is forty-five hundredths.
We can use this method to read and write any decimal. What about a decimal with more digits?
213
3.3. Decimals in Words
www.ck12.org
.5421
First, lets put this number in our place value chart.
TABLE 3.6:
Hundred
Tens
Ones
Tenths
.

Thousandths
4
2
1
First, lets read the number. We can look at the number without the decimal. It would read:
Five thousand four hundred twenty-one
Next we add the place value of the last digit
Ten thousandth
Five thousand four hundred and twenty-one ten thousandths
This is our answer.
It is also the way we write the number in words too. Notice that is it very important that we add the THS to
the end of the place value when working with decimals.
Now lets practice. Write each decimal in words.
Example A
.7
Solution: Seven Tenths
Example B
.765
Solution: Seven Hundred and Sixty - Five Thousandths
Example C
.2219
Solution: Two Thousand Two Hundred and Nineteen Ten - Thousandths
Do you have it? Now its time to help Julie with this part of her math homework. Here is the original problem once
again.
Julie has figured out how to identify decimals and how to figure out the place value of certain decimals. She also
knows how to write one out in expanded notation. With confidence, she was able to finish this section of her
homework.
What about writing decimals? Do you know how to do that?
Well, the next part of Julies homework requires that she know how to write a decimal out in words. Here is the first
decimal in this part of the homework.
.567
Julie isnt sure how to write this one out.
214
www.ck12.org
First, lets read the number as if it wasnt a decimal.

Five hundred and sixty - seven.
But because this is a decimal, we have to add the place value of the last digit to the right. This is a seven in the
thousandths place.
Our answer is five hundred and sixty - seven thousandths.
Guided Practice

Write the following decimal in words.
.1345
Answer
First, we can write the decimal out as if it wasnt a decimal.
One thousand three hundred and forty - five
Next, we add the place value of the last digit which is a five in the ten - thousandths place.
Our answer is one thousand three hundred and forty - five ten - thousandths.
Video Review
MEDIA
Khan Academy Decimal Place Value
MEDIA
James Sousa, Write a Number in Decimal Notation from Words

Explore More
Directions: Write out each decimal in words.

1. .5
2. .8
215
3.3. Decimals in Words

3. .21
4. .18
5. .4
6. .56
7. .93
8. .801
9. .834
10. .355
11. .155
12. .624
13. .5623
14. .9783
15. .5671
16. .2134
17. .0123
18. .0098
19. .0008
20. .0001
216
www.ck12.org
www.ck12.org
3.4 Combinations of Decimal Money Amounts

Here youll learn how to write combinations of decimal money amounts.
Julie and her friend Jose are working at an ice cream stand for the summer. They are excited because in addition to
making some money for the summer, they also get to eat an ice cream cone every day. On the first day on the job,
Julie is handed a cash register drawer that is filled with money. This is the drawer that she can collect money from
sales in as well as make change for customers. Julie needs to count the amount of money in her drawer to be sure
that it is accurate. Her boss Mr. Maguire tells her that her drawer should have sixty-five dollars and seventy-five
cents in it. He hands her a data sheet that she needs to write that money amount in on. Julie looks at the bills in her
drawer and begins to count. She finds 2-20 dollar bills, 2-ten dollar bills, 1-five dollar bill and 2 quarters, 2 dimes
and 1 nickel.
Now it is your turn to help.

In this Concept, you will learn all about decimals. One of the most common places that we see decimals is
when we are working with money. Your work with decimals and place value will help Julie count her bills
and change accurately.
Guidance
How can we apply what we have learned about decimals in a real world way?
Money is a way that we use decimals every day.
217
3.4. Combinations of Decimal Money Amounts
www.ck12.org
Lets think about change.

Coins are cents. If we have 50 pennies, then we have 50 cents. It takes 100 pennies to make one dollar or one whole.
Coins are parts of one dollar. We can represent coins in decimals.
Lets start with pennies.
A penny is one cent or it is one out of 100. When we have a collection of pennies, we have so many cents out of 100.
5 pennies is 5 cents.
How can we write 5 cents as a decimal?
To do this, we need to think about 5 out of 100. We can say that 5 cents is 5 hundredths of a dollar since there
are 100 pennies in one dollar.
Lets write 5 cents as a decimal using place value.
TABLE 3.7:
Hundred
Tens
Ones
Tenths
.

Thousandths
5
The five is in the hundredths box because five cents is five one hundredths of a dollar. We need to add a zero in the
tenths box to fill the gap.
TABLE 3.8:
Hundred
Tens
Ones
Tenths
.

Thousandths
5
Now we have converted 5 cents to a decimal.

How can we write 75 cents as a decimal?
First, think about what part of a dollar 75 cents is. Seventy-five cents is seventy-five out of 100. Now, we can put
this into our place value chart.
TABLE 3.9:
Hundred
Tens
Ones
Tenths
.

Thousandths
5
Now we have written it as a decimal.

What about when we have dollars and cents?
Suppose we have twelve dollars and fourteen cents. A dollar is a whole number amount. Dollars are found
to the left of the decimal point. Cents are parts of a dollar. They are found to the right of the decimal point.
How much money do we have? There is one ten and the two ones gives us twelve dollars. Then we have some
change. One dime and four pennies is equal to fourteen cents.
Here are the numbers:
12 wholes
14 parts
218
www.ck12.org
Lets put them in our place value chart.
TABLE 3.10:
Hundred
Tens
Ones
Tenths
.

Thousandths
4
There is our money amount. Our answer is $12.14.

Notice that we added a dollar sign into the answer to let everyone know that we are talking about money.
Now lets practice.
Example A
Write three dollars and fifteen cents as a decimal.

Solution: $3.15
Example B
Write eighty-nine cents as a decimal.

Solution: .89
Example C
Write fifteen dollars and twenty-five cents as a decimal.

Solution: $15.25
Remember Julie and her cash drawer? Now that we know about decimals and money we are ready to help Julie with
her ice cream shop dilemma.
Julie and her friend Jose are working at an ice cream stand for the summer. They are excited because in addition to
making some money for the summer, they also get to eat an ice cream cone every day. On the first day on the job,
Julie is handed a cash register drawer that is filled with money. This is the drawer that she can collect money from
sales in as well as make change for customers. Julie needs to count the amount of money in her drawer to be sure
that it is accurate.
Her boss Mr. Maguire tells her that her drawer should have sixty-five dollars and seventy-five cents in it.
He hands her a data sheet that she needs to write that money amount in on. Julie looks at the bills in her drawer and
begins to count. She finds 2 twenty dollar bills, 2 ten dollar bills, 1 five dollar bill and 2 quarters, 2 dimes and 1
nickel.
219
3.4. Combinations of Decimal Money Amounts
www.ck12.org
First, lets underline all of the important information. Now, lets count the money she has in the drawer.
How many whole dollars are there?
There are 2 Twenty Dollar bills = $40 plus 2 Ten Dollar bills = $20 plus 1 Five Dollar bill = $5.
The total then is $40 + $20 + $5 = $65.
How many cents are there?
There are 2 Quarters at $25. each = $.50 plus 2 Dimes at $.10 each = $.20 plus 1 Nickel at $.05 = $.05
The total then is $.50 + $.20 + $.05 = $.75
Our next step is to write the wholes and parts in the place value chart. Then we will have this written as a
money amount.
TABLE 3.11:
Hundred
Tens
Ones
Tenths
.

Thousandths
5
Great work! Julie has $65.75 in her drawer. That is the correct amount. She is ready to get to work.
Guided Practice

Maggie found a ten dollar bill, two five dollar bills, three quarters and two pennies in her wallet. How much money
did she find? Write this amount as a decimal.
Answer
First, lets add the dollar amounts. We can write these amounts as decimals.
10.00 + 5.00 + 5.00 = 20.00
Next we can add the change.
.75 + .02 = .77
Now we can combine the amounts.
20.00 + .77 = $20.77
This is our final answer.
Video Review
MEDIA
Khan Academy: Decimal Place Value 2

220
www.ck12.org
http://www.teachertube.com/viewVideo.php?title=Money_Fractions_and_Decimals&video_id=59116&vpkey=4badb7d
45d This video is a short story and features two students learning about money with fractions and decimals.
Explore More
Directions: Write the following money amounts as decimals.

1. Ten dollars and fifty cents
2. Five dollar bills, two quarters and three pennies
3. A twenty dollar bill, a ten dollar bill and three dimes
4. Fifteen nickels and two quarters
5. Six dollar bills, three quarters and a nickel
6. A dime and fifteen pennies
7. Two dollars, ten dimes and two quarters
8. Three quarters, five nickels and ten pennies
9. Sixteen dollar bills, two quarters, a nickel and ten pennies
10. A ten dollar bill, a five dollar bill, one quarter, three nickels, a dime and ten pennies
11. A ten dollar bill, a quarter, a dime, five nickels and fifteen pennies
12. A five dollar bill, two quarters, two dimes, a nickel and two pennies
13. Two dollar bills, a quarter and five pennies
14. Three dollar bills, a twenty dollar bill, two quarters and five dimes
15. A dollar, three quarters, two dimes, five nickels and two pennies
221
3.5. Equivalent Metric Units of Length
www.ck12.org
3.5 Equivalent Metric Units of Length

Here youll learn to identify equivalent metric units of length.
Have you ever had to measure distances in metrics? Have you ever made a map?
Well, Julie is working on math that shows the distance from the local high school to the ice cream stand. She began
by going to the town hall to look at maps and distances of her town. She figured out that it is 6500 meters from the
ice cream stand to the high school.
Julie thinks that meters is a strange way to write this measurement. She would much rather use kilometers.
How can she do this? Is it possible?
This is where you come in. This Concept is all about equivalent metric units of length. Pay attention and you
will be able to help Julie at the end of the Concept.
Guidance
This Concept focuses on metric units of measurements.

What are the metric units for measuring length?
When measuring length, we are measuring how long something is, or you could say we are measuring from one end
to the other end. That is the length of the item.
Here are the common metric units of length from the smallest unit to the largest unit.
Millimeter
Centimeter
Meter
Kilometer
A millimeter is the smallest unit. Millimeters are most useful when measuring really tiny things. You can find
millimeters on some rulers.
A centimeter is the next smallest unit. Centimeters can also be found on a ruler.
A meter is a little more than 3 feet. A meter is a unit that would be very helpful to a carpenter or to someone working
in construction.
A kilometer is used to measure longer distances. You often hear the word kilometer mentioned when talking about
a road race that is 5k (or 5 kilometers) long.
How can we convert metric units of length?
When working with the customary units of length: inches, feet, etc., we know that we can convert them from one to
another to change the units we are working with. For example, if you have 24 inches, it might make more sense to
say that we have 2 feet. We can do the same thing when working with metric units. Here is a chart to help us with
the conversions.
222
www.ck12.org
1 km
1000 m
1m
100 cm
1 cm
10 mm
Now that you know the conversions, we can change one unit to another unit.
5 km = ____ m
Here we are converting kilometers to meters.
How can we convert larger units to smaller units?
We can convert larger units to smaller units by multiplying. There are 1000 meters in one kilometer.
5 km =
5 1000 = 5000 m
Our answer is 5000 m.
600 cm = ______ m
Here we are converting smaller units to larger units.
How can we convert smaller units to larger units?
We can convert smaller units to larger units by dividing. There are 100 cm in one meter.
600 100 = 6
Our answer is 6.
Now lets practice. Find each equivalent unit.
Example A
2000 mm = ______ cm
Solution: 200
Example B
3 km = ______ m
Solution: 3000
Example C
4000 cm = ______ m
Solution: 40
Do you know how to help Julie with her measurement? Lets go back and look at the original problem.
Well, Julie is working on math that shows the distance from the local high school to the ice cream stand. She began
by going to the town hall to look at maps and distances of her town. She figured out that it is 6500 meters from the
ice cream stand to the high school.
223
3.5. Equivalent Metric Units of Length
www.ck12.org
Julie thinks that meters is a strange way to write this measurement. She would much rather use kilometers.
How can she do this? Is it possible?
First, lets think about the measurement that Julie knows. She knows that it is 6500 meters from the ice cream stand
to the high school. Julie wants to convert this measurement into kilometers.
To do this, lets write down the equivalent measure from meters to kilometers.
There are 1000 meters in 1 kilometer.
Next, we can convert 6500 meters into kilometers. When we convert from a small unit to a larger unit, we divide.
We can divide 6500 by 1000.
Our answer is 6.5.
It is 6.5 kilometers from the ice cream stand to the high school.
Guided Practice

Mark has measured his walkway using a meter stick. Mark has measured that his walkway is 6 meters long. How
many centimeters is Marks walkway? How many millimeters?
Answer
There are two answers to this problem. Lets begin by thinking about the equivalent units.
1 meter = 100 cm
1 cm = 10 mm
Lets convert from meters to centimeters first. When you convert from a larger unit to a smaller unit, we multiply.
6 100 = 600
Marks walkway is 600 centimeters.
Now we can convert from centimeters to millimeters.
600 10 = 6000
Marks walkway is 6000 millimeters.
Video Review
MEDIA
James Sousa, Converting Between Metric Units

Other Videos:
1. http://www.mathplayground.com/howto_Metric.html This video expands on the basic information of the
metric system. It also begins working with metric conversions.
224
www.ck12.org
Explore More
Directions: Complete the following metric equivalents.

1. 6 km = ______ m
2. 5 m = ______ cm
3. 100 cm = ______ m
4. 400 cm = ______ m
5. 9 km = ______ m
6. 2000 m = ______ km
7. 20 mm = ______ cm
8. 8 cm = ______ mm
9. 900 cm = ______ m
10. 12 m = ______ cm
11. 10 cm = ______ mm
12. 100 cm = _____ mm
13. 6700 m = ______ km
14. 8200 m = ______ km
15. 12,500 m = ______ km
225
3.6. Metric Unit Length Conversions
www.ck12.org
3.6 Metric Unit Length Conversions

Here youll measure and convert length using metric units by rounding to the nearest decimal place.
Remember Julie and the ice cream stand in the Equivalent Metric Units of Length Concept?
Julie was very excited to realize that the ice cream stand was so close to the high school.
"It is a little more than a 5k race," Julie told Jose as he looked at his science book. "What are you looking at?"
"Well, this is an organism from the ocean that is 5 mm in size," Jose said showing her the book.
Julie looked at the book at the magnified picture of the organism. She began to think and wonder how many
centimeters the organism would be if it were measured in centimeters instead of millimeters.
Have you ever wondered anything like this? Maybe or maybe not. Either way, that is the task ahead of you.
This Concept will show you how to find equivalent measures like this one.
Guidance
Sometimes when we convert metric units we dont have a whole number answer. In the last Concept you saw this a
little bit when Julie was measuring from meters to kilometers. We ended up with a decimal answer of 6.5 kilometers.
This can happen quite often.
2000 mm = 200 cm
These are both whole numbers.
What happens when we convert smaller units to larger units and they dont end up as a whole number?
When this happens, we end up with an answer that is a decimal. If we remember our rules for working with decimals
and place value, we can be very successful at converting these small units of measurement to larger units.
1 mm = ______ cm
Here we are converting a smaller unit to a larger unit, because of this we know that we are going to divide. There
are 10 mm in one centimeter, so we are going to divide 1 by 10. Think about this, we are dividing 1 whole into 10
parts-our answer is definitely going to be a decimal.
1 10 = .1 (one-tenth)
Our answer is that 1 mm = .1 cm.
We can also round our answer to the nearest tenth.
What if we had a problem where we wanted to convert 1.5 mm to cm?
1.5 mm = ______ cm
Once again, we are going to be dividing by 10. When we divide by 10 in this example we end up with an answer of
.15
1.5 mm = .15 cm
We can round this answer to the nearest tenth.
.15 rounds to .2
We can say that .2 is the closest tenth of a cm to 1.5 mm. Just as we were able to round whole numbers, we
can round decimal measurements too.
226
www.ck12.org
Now lets practice.
Example A
2 m = ______ km
Solution: .002
Example B
8 mm = ______ cm
Solution: .8
Example C
4 cm = ______ m
Solution: .04
Remember the organism? Well, here is the original problem once again. You should now have a good idea how to
solve it.
Julie was very excited to realize that the ice cream stand was so close to the high school.
"It is a little more than a 5k race," Julie told Jose as he looked at his science book. "What are you looking at?"
"Well, this is an organism from the ocean that is 5 mm in size," Jose said showing her the book.
Julie looked at the book at the magnified picture of the organism. She began to think and wonder how many
centimeters the organism would be if it were measured in centimeters instead of millimeters.
To solve this, we need to convert 5 mm into centimeters. There are 10 mm in one centimeter.
We can start by dividing 5 mm by 10.
Our answer is .5 centimeters.
Guided Practice

1 m = ______ km
Answer
Here we are converting a smaller unit to a larger unit. There are 1000 meters in one kilometer. We divide by 1000.
1 1000 = .001
Here our answer is one-thousandth of a kilometer.
Video Review
227
3.6. Metric Unit Length Conversions
www.ck12.org
MEDIA

Other Videos:
2. http://www.teachertube.com/viewVideo.php?video_id=8896 The Metric System song to Arms Wide Open
by Creed this is sung by two science teachers.
Explore More
Directions: Write each decimal conversion. Round to the nearest hundredth when necessary.
1. 1 mm = ______ cm
2. 5 mm = ______ cm
3. 10 mm = ______ cm
4. 15 mm = ______ cm
5. 8 cm = ______ m
6. 9 cm = ______ m
7. 11 cm = ______ m
8. 22 cm = ______ m
9. 12 m = ______ km
10. 8 m = ______ km
11. 22 mm = ______ cm
12. 225 mm = ______ cm
13. 543 mm = ______ cm
14. 987 mm = ______ cm
15. 1234 mm = ______ cm
228
www.ck12.org
3.7 Appropriate Tools for Metric Measurement

Here youll learn how to choose appropriate tools for given metric measurement situations.
There are a lot of children who visit the ice cream stand each week. Most times they sit with their parents at a large
picnic table. Jose has collected a few small picnic tables to put near each other for a small kids area. Mr. Harris
loves the idea. Jose gets to work arranging the tables. Jose has four small picnic tables for his kids area. He wants
to put the tables about 1.5 meters apart. He thinks that this will give the kids plenty of room to not be on top of
each other. He puts out the tables and then gets a ruler and a meter stick. Which tool should Jose use to measure
the distance between the two tables? If he wants the tables to be 1.5 meters apart, how many meter sticks will the
distance actually be? Once Jose gets the tables set up, he wants to design a new placemat for the kids to eat off of.
For his placemat, should Jose use a ruler or a meter stick when he measures out the design? Which makes more
sense?
This Concept is all about metric measurement. At the end of the Concept, you will be able to help Jose with
his kids area.
Guidance
Previously we worked on converting different measurements. Now it is time to think about which tools to use to
measure different things. We know some metric units for measuring length are millimeters, centimeters, meters and
kilometers. Millimeters and centimeters are found on a ruler. There is a meter stick that measures 1 meter. A metric
tape measure can be used to measure multiple meters. If you wanted to measure long distances, you could use a
kilometer odometer, like in a car, to measure distance.
What tool should we use when?
A tool is designed to make measuring simpler. If we have a difficult time choosing an appropriate tool, or choose a
tool that isnt the best choice, it can make measuring very challenging. Lets think about tools and when we should
use them depending on what and/or where we are measuring.
Here are some general suggestions:
If the object is very tiny, use a ruler for millimeters.
If the object is less than 30 cm use a ruler for centimeters.
229
3.7. Appropriate Tools for Metric Measurement
www.ck12.org
If the object is between 30 cm and 5 or so meters use a meter stick.

If the object is greater than a few meters, use a metric tape measure.
If the object is a long distance, for instance across town, use a kilometer odometer.
What about measuring a road race?
A road race is usually a significant distance, so we are going to use a kilometer odometer to measure it.
Now it is time for you to choose an appropriate tool for each measurement situation.
Example A
The width of a table

Solution: A meter stick
Example B
Solution: Kilometer odometer

Example C
An ant
Solution: A ruler
230
www.ck12.org
Now that you have worked with the Metric System and tools, lets go back and look at Joses work with the kids
area. Here is the problem once again.
There are a lot of children who visit the ice cream stand each week. Most times they sit with their parents at a large
picnic table. Jose has collected a few small picnic tables to put near each other for a small kids area. Mr. Harris
loves the idea. Jose gets to work arranging the tables. Jose has four small picnic tables for his kids area. He wants
to put the tables about 1.5 meters apart. He thinks that this will give the kids plenty of room to not be on top of
each other. He puts out the tables and then gets a ruler and a meter stick. Which tool should Jose use to measure
the distance between the two tables? If he wants the tables to be 1.5 meters apart, how many meter sticks will the
distance actually be?
Once Jose gets the tables set up, he wants to design a new placemat for the kids to eat on. For his placemat, should
Jose use a ruler or a meter stick when he measures out the design? Which makes more sense?
Now lets look at the first question. Jose wants to measure a distance that is much longer than a ruler. He could use
a ruler, but think about how many centimeters are in one meter. If Jose is wishing to make his work the simplest that
it can be, then he should use the meter stick.
For 1.5 meters, Jose would have to measure out 150 centimeters.
If Jose uses the meter stick, then he would need to measure one and one-half lengths of the meter stick to have
the accurate measurement between the tables.
For the placemat design, Jose is going to be working with a much smaller area. He can use a ruler for this design
since most placemats are about the size of a piece of paper.
Jose will be able to work well with his ruler while a meter stick would be very difficult to work with.
Guided Practice
What would we use to measure the following object?
This object is a paperclip. It is definitely smaller than the length of a ruler, so we can use a ruler to measure it.
Video Review
231
3.7. Appropriate Tools for Metric Measurement
www.ck12.org
MEDIA

Other Videos:
Explore More
Directions: Choose the best tool to measure each item. Use ruler, meter stick, metric tape or kilometric odometer.
1. A paperclip
2. The width of a dime
3. A tall floor lamp
4. The width of a room
5. A road race from start to finish
6. The wing span of a butterfly
7. The wing span of an eagle
8. A shoe size
9. The width of a window
10. The floor space of a tent
11. The distance from the bottom of a mountain to the top
12. The perimeter of a garden
13. The area of a garden
14. The distance from one city to another
15. The size of a fingernail
232
www.ck12.org
3.8 Appropriate Decimal Units for Metric Measurement

Here youll learn how to choose appropriate decimal units for given metric measurement situations.
Remember Jose and the picnic tables and place mats in the Appropriate Tools for Metric Measurement Concept?
Well, now that Jose has figured out which tool to use, he needs to decide on the measurements for his place mats.
Jose knows that he is going to use a ruler, but isnt sure if he will be measuring in millimeters or centimeters.
What do you think?
This Concept will explain how to best choose decimal units for given measurement situations. You will learn
how to help Jose with this question.
Guidance
Now that we know about using the appropriate tool, we also need to choose the best unit to measure different things.
The common metric units of length are millimeter, centimeter, meter and kilometer.
When is the best time to use each measurement?
You can think about this logically. Lets start with millimeters.
A millimeter is the smallest unit. There are 10 mm in one centimeter, if an object is smaller than one
centimeter, then you would use millimeters.
Who would use millimeters?
A scientist measuring something under a magnifying glass might use millimeters to represent a tiny specimen.
A centimeter is the next smallest unit. We can use a ruler to measure things in centimeters. If an object is the
length of a ruler or smaller, then it makes sense to use centimeters to measure.
Meters are used to measure everything between the length of a ruler and the distance between things in a
room.
Most household objects such as a tables, rooms, window frames, television screens, etc. would be measured in
meters.
233
3.8. Appropriate Decimal Units for Metric Measurement
www.ck12.org
Kilometers are used to measure distances. If we are looking to figure out the length of a road, the distance
between two locations, etc, we would use kilometers.
Think about each example and then choose the best unit to measure each.
Example A
The height of a picture on the wall

Solution: Meters
Example B
A caterpillar
Solution: Centimeters
Example C
The width of a penny

Solution: Millimeters
Now lets go back to Jose and the place mats. Here is the original problem once again.
Remember Jose and the picnic tables and place mats in the Appropriate Tools for Metric Measurement Concept?
Well, now that Jose has figured out which tool to use, he needs to decide on the measurements for his place mats.
Jose knows that he is going to use a ruler, but isnt sure if he will be measuring in millimeters or centimeters.
If Jose is going to use a ruler, there are only two options for measurement. These are either millimeters or
centimeters. Jose has chosen two measurements that are accurate.
Now which one should he use?
Well, millimeters is a very tiny measurement unit. If you think about a place mat, it is about the same size as a piece
of paper, or a little larger than that. If Jose uses millimeters, it would be very difficult.
Therefore, it makes sense for Jose to use centimeters to measure his place mats.
234
www.ck12.org
Guided Practice

Jesse is going to rearrange all of his furniture. He wants to know if his sofa will fit between two windows on the east
wall of the room. Which unit would he use to measure the distance between the two windows?
Answer
Since Jesse is measuring something larger than a ruler, he would use meters to measure the space between the two
windows.
Video Review
MEDIA

Other Videos:
Explore More
Directions: Choose the best metric unit for each measurement situation.
1. A paperclip
2. The width of a dime
3. A tall floor lamp
4. The width of a room
5. A road race from start to finish
6. The wing span of a butterfly
7. The wing span of an eagle
8. A shoe size
9. The width of a window
10. The floor space of a tent
11. The distance from the bottom of a mountain to the top
12. The perimeter of a garden
13. The area of a garden
235
3.8. Appropriate Decimal Units for Metric Measurement

14. The distance from one city to another
15. The size of a fingernail
16. The length of a small table
17. A book
18. A cell phone
19. The length of a room
20. The distance from Boston to Cincinnati
236
www.ck12.org
www.ck12.org
3.9 Metric Length Comparison

Here youll learn how to compare metric lengths.
Have you ever had to compare metric units of length? Have you ever been confused by metrics?
Julie is really enjoying working at the ice cream stand. She loves talking with the people and the ice cream snacks
are definitely a benefit. However, she is very confused about the size of the ice cream cones. Mr. Harris, the stand
owner, used to be a math teacher so he loves to have fun with the customers. Because of this, the stand serves cones
in different measurement units. It is famous for its mathematical ice cream cones. This has been very frustrating for
Julie. Yesterday, a customer wanted to know whether a Kiddie Cone 1 was smaller or larger than a Kiddie Cone 2.
One is in centimeters and one is in millimeters.
Kiddie cone 1 = 80 mm
Kiddie cone 2 = 6 cm
Julie needs to understand these measurements so that she can compare them. Then she will be able to give an answer
to the customer.
Pay attention and you will be able to help Julie with this dilemma at the end of the Concept.
Guidance
Previously we worked on how to convert metric lengths. You learned that there are 10 millimeters in one centimeter
and that you can change millimeters to centimeters by dividing. You also learned that we can change centimeters to
millimeters by multiplying.
We can call these measurements equivalents.
The word equivalent means equal. When we know which measurement is equal to another measurement, then we
can tell what is equal to what.
Here is a measurement chart of equivalents.
237
3.9. Metric Length Comparison
www.ck12.org
1 cm = 10 mm
1 m = 100 cm
1 m = 1000 mm
1 km = 1000 m
Lets say that we wanted to compare two different units to figure out which is greater and which is less. We could
use the chart to help us.
5 cm ______ 70 mm
How can we successfully compare these two values?
The first thing that we need to do is to convert the measurements so that the unit of measurement is the same.
Here we have cm and mm. We need to have either all mm or all cm. It doesnt matter which one we choose as long
as it is the same unit. Lets use cm.
70 mm =
cm
70 10 = 7
Our answer is 7 cm.
Lets rewrite the problem.
5 cm ______ 7 cm
Use greater than >, less than <or equal to = to compare the measurements.
5 cm <7 cm
So 5 cm <70 mm
Take a minute to write down a few notes on these steps.

7000 m ______ 8 km
Here we have two different units of measurement. We have meters and kilometers. Our first step is to convert both
to the same unit. Lets convert to meters this time.
8 km = 8 1000 = 8000 m
Now we can compare.
7000 m <8000 m
Our answer is 7000 m <8 km.
Now lets practice. Convert and compare each pair of measurements.
238
www.ck12.org
Example A
7 m ______ 7000 mm
Solution: =
Example B
3 km ______ 3300 m
Solution: <
Example C
1000 mm ______ 20 cm
Solution: >
Do you know how to help Julie? Here is the original problem once again.
Lets look at the first customers question.
The first customer is comparing Kiddie Cone 1 with Kiddie Cone 2. Lets look at the measurements for each
of these cones.
Kiddie Cone 1 = 80 mm
Kiddie Cone 2 = 6 cm
We need to convert the units both to millimeters or both to centimeters. Lets use cm. We go from a smaller unit to
a larger unit so we divide. There are 10 mm in 1 centimeters therefore we divide by 10.
80 10 = 8
8 >6
Kiddie Cone 1 is greater than Kiddie Cone 2.
Guided Practice

Which is greater 12 meters or 1000 millimeters?
Answer
To figure this out, we first have to think about equivalent metric units.
There are 1000 millimeters in 1 meter, so 12 meters is definitely greater than 1000 millimeters.
12m > 1000mm
This is our answer.
Video Review
239
3.9. Metric Length Comparison
www.ck12.org
MEDIA
James Sousa: Metric Unit Conversion

Explore More
Directions: Compare metric lengths using <, >, or =

1. 6 cm ______ 60 mm
2. 8 cm ______ 90 mm
3. 10 mm ______ 4 cm
4. 40 mm ______ 6 cm
5. 5 km ______ 4000 m
6. 7 km ______ 7500 m
7. 11 m ______ 1200 cm
8. 9 km ______ 9000 m
9. 100 mm ______ 750 cm
10. 18 km ______ 1500 m
11. 1000 m ______ 19 km
12. 10 m ______ 100 cm
13. .25 m _______ 1 km
14. 6 km ______ 6000 m
15. 7 km ______ 8000 m
240
www.ck12.org
3.10 Decimal Comparison

Here youll learn how to compare and order decimals.
Remember Julie and the ice cream stand in the Metric Length Comparison Concept? Well, right after she answered
the customers question in the last Concept, another customer came up with a new questions.
A second customer came in and wanted to know if the Small cone was larger than a Big Kid cone.
Here is the chart of cone sizes.
Big Kid cone = 2.25 inches
Small cone = 2.5 inches
Julie went to see Mr. Harris for help, but he just chuckled. It is time to brush up on your measurement and decimals
my dear, he said smiling.
Julie is puzzled and frustrated. Would you know what to say to the customers?
Pay attention and this Concept will teach you all that you need to know.
Guidance
Previously we worked on comparing metric lengths. All of the work that we did was with whole units of measurement. We compared which ones were greater than, less than or equal to. What if we had been working with
decimals?
How can we compare decimals?
When we compare decimals, we are trying to figure out which part of a whole is greater. To do this, we need to
think about the number one.
1 is a whole. All decimals are part of one.
The closer a decimal is to one, the larger the decimal is.
How can we figure out how close a decimal is to one?
This is a bit tricky, but if we look at the numbers and use place value we can figure it out.
.45 ______ .67
241
3.10. Decimal Comparison
www.ck12.org
Here we have two decimals that both have the same number of digits in them. It is easy to compare decimals that
have the same number of digits in them. Now we can look at the numbers without the decimal point. Is 45 or 67
greater? 67 is greater. We can say that sixty-seven hundredths is closer to one than forty-five hundredths. This makes
sense logically if you think about it.
Our answer is .45 <.67.
Steps for Comparing Decimals
1. If the decimals you are comparing have the same number of digits in them, think about the value of the
number without the decimal point.
2. The larger the number, the closer it is to one.
What do we do if the decimals we are comparing dont have the same number of digits?
.567 ______ .64
Wow, this one can be confusing. Five hundred and sixty-seven thousandths seems greater. After all it is thousandths.
The tricky part is that thousandths are smaller than hundredths.
Is this true?
To test this statement lets look at a hundreds grid and a thousands grid.
242
www.ck12.org
Now it is easier to compare. You can see that .64 is larger than .567.
How can we compare without using a grid?
Sometimes, we dont have a grid to look at, what then?
We can add zeros to make sure that digit numbers are equal. Then we can compare.
.567 ______ .640
That made comparing very simple. 640 is larger than 567.
Our answer is that .567 <.640.
What about a decimal and a whole number?
3.4 ______ 3.56
First, we add in our zeros.
3.40 ______ 3.56
The whole number, 3 is the same, so we can look at the decimal. 40 is less than 56 so we can use our symbols to
compare.
Our answer is 3.4 <3.56.
Now that we know how to compare decimals, we can order them. Ordering means that we list a series of decimals
according to size. We can write them from least to greatest or greatest to least.
.45, .32, .76
To write these decimals in order from least to greatest, we can start by comparing them. The greater a decimal is
the closer it is to one whole. The smaller a decimal is the further it is from one whole. Just like when we compared
243
www.ck12.org
decimals previously, the first thing we need to look at is the digit number in each decimal. These each have two
digits in them, so we can compare them right away. Next, we can look at each number without the decimal and write
them in order from the smallest to the greatest.
.32, .45, .76
32 is smaller than 45, 45 is greater than 32 but smaller than 76, 76 is the largest number
Our answer is .32, .45, .76
Now lets practice by comparing these decimals.
Example A
.0987 ______ .987

Solution: <
Example B
.453 ______ .045

Solution: >
Example C
.67 ______ .6700

Solution: =
Now back to Julie and the ice cream cones. Have you figured out how to help her?
A second customer came in and wanted to know if the Small cone was larger than a Big Kid cone. Again, Julie
didnt know what to say.
Here is the chart of cone sizes.
Big Kid cone = 2.25 inches
Small cone = 2.5 inches
Julie went to see Mr. Harris for help, but he just chuckled. It is time to brush up on your measurement and decimals
my dear, he said smiling.
The second customer wanted to know whether the Big Kid Cone was larger or smaller than the Small cone.
These cones have measurements in decimals, so we need to compare the decimals.
Big Kid cone = 2.25
Small cone = 2.5
The whole number is the same, 2, so we can compare the decimal parts.
.25 and .50
.25 <.50
2.25 <2.5
The Big Kid cone is smaller than the Small cone.
Julie is relieved. She now understands comparing decimals and measurement. Next time, she will be ready to
answer any of the customers questions.
244
www.ck12.org
Guided Practice

Write these in order from greatest to least:
.45, .678, .23
Answer
Here we have two decimals with two digits and one decimal with three. We are going to need to create the same
number of digits in all three decimals.
We can do this by adding zeros.
.450, .678, .230
Now we can write them in order from greatest to least.
Our answer is .23, .45, .678.
Video Review
MEDIA
James Sousa, Example of Ordering Decimals from Least to Greatest
MEDIA
James Sousa, A Second Example of Ordering Decimals from Least to Greatest

Explore More
Directions: Compare the following decimals using <, >, or =

1. .4 ______ .2
2. .67 ______ .75
3. .90 ______ .9
4. .234 ______ .54
5. .123 ______ .87
6. .954 ______ .876
245

7. .32 ______ .032
8. .8310 ______ .0009
9. .9876 ______ .0129
10. .8761 ______ .9992
Directions: Order the following decimals from least to greatest.
11. .8, .9. .2,. 4
12. .02, .03, .07, .05, .04
13. .34, .21, .05, .55
14. .07, .7, .007, .0007
15. .87, 1.0, .43, .032, .5
16. .067, .055, .023, .011, .042
17. .55, .22, .022, .033, .055
18. .327, .222, .0222, .321, .4
19. .65, .6, .67, .678, .69
20. .45, .045, 4.5, .0045, .00045
246
www.ck12.org
www.ck12.org
3.11 Decimal Rounding on a Number Line

Here youll learn how to round decimals using a number line.
Have you ever made a new sign? Have you ever had to round measurements? Well, Jose is going to need to do both
of those things.
Mr. Harris has given Jose the task of creating a new sign for Add It Up Ice Cream. The paint on the old sign is
chipped and peeling, so Mr. Harris is hoping for a beautiful new sign to attract business. Jose loves to paint and
design things so he is the right person for the job. Jose is excited. He takes down the old sign and begins thinking
about how he is going to design it. Here is some of the information that Jose has to work with.
The original sign is 4.25 2.5
The letters on the original sign are 1.67 high
While Jose is working on his drawing, Mr. Harris walks up behind him. Jose, I think we should work with a new
sign board too. Please round the length of the sign to the nearest half foot and the width to the nearest whole foot.
Also, please make the letters a bit larger than the original. Maybe round up to the nearest foot on those too, Mr.
Harris says to Jose with a twinkle in his eye.
Jose smiles at Mr. Harris and then shrugs when Mr. Harris walks away.
Jose will need to remember how to round decimals for this plan to work.
In this Concept, you will need to learn how to round decimals to help Jose.
Guidance
Lets think back for a minute to rounding whole numbers. When we were rounding whole numbers, we could round
a number to any place value that we wanted to. We could round to tens, hundreds, thousands, etc. To do this, we
followed a few simple rules.
1. Look at the digit to the right of the place value you are rounding.
2. If the digit to the right is a five or greater, you round up.
3. If the digit to the right is less than 5, you round down.
Round the number 46 to the nearest ten
The four is in the tens place, that is the place we are rounding. The six is in the ones place, that is the digit we look
at. Since 6 is a five or greater, we round up.
247
3.11. Decimal Rounding on a Number Line
www.ck12.org
46 becomes 50.
Our answer is 50.
There are a couple of different ways that we can round decimals.
First, lets look at rounding them using a number line.
Here we have a number line. You can see that it starts with zero and ends with one. This number line has been
divided up into quarters. It goes from 0 to .25 to .50 to .75 to 1.0.
.33
Here we have .33. The first thing that we want to do is to graph it on a number line.
We want to round to the nearest quarter. This number line gives us a terrific visual to do this.
Which quarter is .33 closest to?
It is closest to .25. Our answer is .25. We can also round decimals to the nearest whole using a number line.
Round 4.2 to the nearest whole number.

Here we can use our number line to show us which whole number 4.2 is closest too.
Wow! It is great to be able to see this so clearly.

Is 4.2 closer to 4.0 or 5.0 on the number line?
It is closer to 4.0.
Our answer is 4.0.
Now lets practice. Round each decimal.
Example A
Round .47 to the nearest tenth.

Solution: This decimal rounds to .5.
248
www.ck12.org
Example B
Round 3.01 to the nearest whole value.

Solution: This decimal rounds to 3.
Example C
Round .89 to the nearest whole value.

Solution: This decimal rounds to 1.
Now that you have had a chance to learn about rounding decimals, you are ready to help Jose with his dilemma.
Lets look at the problem once again.
Mr. Harris has given Jose the task of creating a new sign for Add It Up Ice Cream. The paint on the old sign is
chipped and peeling, so Mr. Harris is hoping for a beautiful new sign to attract business. Jose loves to paint and
design things so he is the right person for the job. Jose is excited. He takes down the old sign and begins thinking
about how he is going to design it.
Here is some of the information that Jose has to work with.
The letters on the original sign are 1.67 high
While Jose is working on his drawing, Mr. Harris walks up behind him. Jose, I think we should work with a new
sign board too. Please round the length of the sign to the nearest half foot and the width to the nearest whole foot.
Also, please make the letters a bit larger than the original. Maybe round up to the nearest foot on those too, Mr.
Harris says to Jose with a twinkle in his eye. Jose smiles and Mr. Harris and then shrugs when Mr. Harris walks
away.
There are two parts to Joses sign dilemma.
The first part is to round the length to the nearest half foot and the width of the original sign to the nearest foot. Lets
look at the dimensions of the original sign: 4.25 2.5.
We want to round the length to the nearest half foot: 4.25 rounds to 4.5. Because the nearest half foot to .25 is
.50. The new length of the sign is 4.5.
Next, we look at the width of the sign. We want to round the width to the nearest foot, so we round 2.5 to 3
feet. The new width of the sign is 3 feet.
Jose has been having a trickier time with the sizing of the letters. The current size of the letters is 1.67. He needs to
round it to the nearest foot.
Lets look at the decimal part of the measurement.
The decimal .67 is closer to one whole than to .50, so we round up.
This is actually quite simple. The question is whether 1.67 is closer to 1 or to 2. If we use the trick we have
been practicing and look at the decimal along as if it were a whole number, then the question becomes: Is 67
closer to 0 or to 100? Since 67 is obviously closer to 100, .67 is closer to 1. Since we have already 1 whole, we
add 1 more whole, and as a result, 1.67 feet rounds to 2 feet.
You can use the rules for rounding whenever you are rounding any decimal.
Guided Practice
Here is one for you to try on your own. Draw a number line to help you.
249
3.11. Decimal Rounding on a Number Line
www.ck12.org
If you were going to round 4.67 to the nearest whole number, would you round up to 5 or down to 4?
Answer
To answer this question, you have to look at the decimal part of the number. The decimal .67 is greater than .50, so
we have to round up. Therefore we would round up to 5.
This is our answer.
Video Review
MEDIA
James Sousa, Rounding Decimals
MEDIA
Khan Academy Rounding Decimals

Explore More
Directions: Use the number line and round to the nearest decimal on the number line.
1. 2.54
2. 2.12
3. 2.78
4. 2.89
5. 2.33
6. 2.42
7. 2.97
8. 2.01
9. 2.11
250
www.ck12.org
10. 2.27
11. 2.15
12. 1.98
13. 1.87
14. 2.76
15. 2.9
251
3.12. Decimal Rounding Given Place Value
www.ck12.org
3.12 Decimal Rounding Given Place Value

Here youll learn how to round decimals to a given place value.
Remember Jose and the sign from the Decimal Rounding on a Number Line Concept? Well just when Jose thought
his work was complete, Mr. Harris had a new challenge for him. Take a look.
Mr. Harris has given Jose the new task of making a sign that is half as small as the original sign. But Mr. Harris wants
Jose to round to the nearest whole measurement when working on the sign. He can round up or down, whichever
makes the most sense.
First, Jose needs to reduce each measurement in half. Here are the original measurements of the original sign.
If Jose divides each in half, the new measurements of the sign will be.
2.125 1.25
Jose knows that this will simply not work. He needs to round up or down to each whole measurement.
Do you know which measurements will make the most sense?
This Concept will show you how to round to a given place value. Then you will be able to help Jose.
Guidance
Previously we worked on how to round decimals.

We can also use place value to help us in rounding numbers.
Once again, we are going to follow the same rules that we did when rounding whole numbers, except this time we
will be rounding to the nearest whole or tens, hundreds, thousands, etc.
Round .345 to the nearest tenth
To help us with this, lets put the number in our place value chart.
TABLE 3.12:
Tens
Ones
.
Tenths
Hundredths
Thousandths
Ten
Thousandths
Now we are rounding to the nearest tenth. The 3 is in the tenths place. The 4 is the digit to the right of the place we
are rounding. It is less than 5, so we leave the 3 alone.
Our answer is .3.
Notice that we dont include the other digits because we are rounding to tenths. We could have put zeros in there,
but it isnt necessary.
Round .567 to the nearest hundredth
To help us with this, lets use our place value chart again.
252
www.ck12.org
TABLE 3.13:
Tens
Ones
.
Tenths
Hundredths
Thousandths
Ten
Thousandths
Now we are rounding to the nearest hundredth. The 6 is in the hundredths place. The 7 is the digit to the right of the
hundredths place. Since a 7 is 5 or greater, we round up to the next digit. The 6 becomes a 7.
Our answer is .57.
Notice in this case that the five is included. Because it is to the left of the place we are rounding, it remains part
of the number.
Now its time for you to practice, round each number using place value.
Example A
Round to the nearest tenth, .892

Solution: .9
Example B
Round to the nearest hundredth, .632

Solution: .63
Example C
Round to the nearest thousandths, .1238

Solution: .124
Now back to Jose and the sign. Here is the original problem once again.
Mr. Harris has given Jose the new task of making a sign that is half as small as the original sign. Mr. Harris wants
Jose to round to the nearest whole measurement when working on the sign. He can round up or down, whichever
makes the most sense.
First, Jose needs to reduce each measurement in half. Here are the original measurements of the original sign.
If Jose divides each in half, the new measurements of the sign will be.
2.125 1.25
Jose knows that this will simply not work. He needs to round up or down to each whole measurement.
When Jose looks at the first measurement, he realizes that he needs to round down to 2. The one in the tenths place
is not larger than 5, so he will need to round down.
The other value is 1.25, once again Jose needs to round down to 1.
Here are the measurements for the new sign.
2 1
This is the answer.
253
3.12. Decimal Rounding Given Place Value
www.ck12.org
Guided Practice

Round .4561 in several different ways. Round to the nearest tenth. Round to the nearest hundredth. Round to the
nearest thousandth.
Answer
We can begin with tenths. There is a five following the four, so we round up. .5
Next we round to the nearest hundredth. There is a six following the five, so round up. .46
Finally, we can round to the nearest thousandth. There is a one following the six, so our six stays the same. .456
Here are our answers.
Video Review
MEDIA
MEDIA

Explore More
Directions: Round according to place value.

1. Round .45 to the nearest tenth
4. Round .235 to the nearest hundredth
7. Round .2356 to the nearest thousandth
254
www.ck12.org

255
3.13. Small Decimal Rounding to a Leading Digit
www.ck12.org
3.13 Small Decimal Rounding to a Leading Digit

Here youll learn how to round very small decimal fractions to the leading digit.
Have you ever studied money from other countries?
Well one day while Julie and Jose were waiting for customers, they began trying to figure out how much a Mexican
Peso was worth in US money. Jose was reading a book on different currencies and this is how the whole conversation
began.
Julie looked up the exchange rate on the internet and discovered the following fact.
On the day that she checked, .074 US dollars was equal to 1 Peso.
Previously we worked on how to round decimals. You have used a number line and place value to round. Now you
are going to learn how to round using leading digits.
Pay attention and you will be able to round this value to the leading digit.
Guidance
We know that a decimal is a part of a whole. We also know that some decimals are smaller than others. If we have
a decimal that is 5 tenths of a whole, this is a larger decimal than 5 hundredths of a whole. Lets look at those two
decimals.
.5 ______ .05
If we were going to compare these two decimals, we would add a zero to the first decimal so that it has the same
number of digits as the second.
.50 >.05
We can see that the five tenths is greater than five hundredths.
This example can help us to determine very small decimals.
A decimal is a very small decimal depending on the number of places represented after the decimal point. The
more decimal places, the smaller the decimal is.
.000056787
Wow! That is a lot of digits. Because this decimal has so many digits, we can say that it is a very tiny decimal.
We can round tiny decimals like this one too. We use something called the leading digit to round a very small
decimal.
The leading digit is the first digit of the decimal that is represented by a number not zero. In this example, the leading
digit is a five.
.000056787
To round this decimal, we use the leading digit and add in the rounding rules that we have already learned. The digit
to the right of the five is a six. Six is greater than 5, so we round up.
Our answer is .00006.
Notice that we include the zeros to the left of the leading digit, but we dont need to include any of the digits
after the leading digit. That is because we rounded that digit so we only need to include the rounded part of the
number.
256
www.ck12.org
It is your turn to apply this information, round each small decimal by using the leading digit.
Example A
.0004567
Solution: .0005
Example B
.0000178923
Solution: .00002
Example C
.00090034
Solution: .0009
Do you know how to round the currency from the opening dilemma? Here it is once again.
Well one day while Julie and Jose were waiting for customers, they began trying to figure out how much a Mexican
Peso was worth in US money. Jose was reading a book on different currencies and this is how the whole conversation
began.
Julie looked up the exchange rate on the internet and discovered the following fact.
On the day that she checked, .074 US dollars was equal to 1 Peso.
Using leading digits, we can round this value.
The first digit that we see is a 7, but the value following it is a 4. Since four is less than five, we dont round the
seven up. It stays the same.
.07 is our answer.
Guided Practice

On August 5, 2007, the Japanese yen was worth .008467 compared to the US dollar.
257
3.13. Small Decimal Rounding to a Leading Digit
www.ck12.org
Round using leading digits.

Answer
First, lets find the leading digit. The first digit represented by a number not a zero is 8. Now we apply our rounding
rules. The digit to the right of the 8 is a 4. So the 8 remains the same.
Our answer is .008
Video Review
MEDIA
MEDIA

Explore More
Directions: Round each to the leading digit.

1. .0045
2. .0067
3. .000546
4. .000231
5. .000678
258
www.ck12.org
6. .000025
7. .000039
8. .000054
9. .0000278
10. .0000549
11. .00060789
12. .00045612
13. .00390087
14. .000003812
15. .00090871
259
3.14. Large Decimal Rounding to Decimal Representations
www.ck12.org
3.14 Large Decimal Rounding to Decimal Representations

Here youll round very large numbers to decimal representations.
Have you ever been to Disneyland? Well, millions of people go to Disneyland every year. Take a look.
Kyle is doing a project on Disneyland. Using the internet, he has discovered that last year 14,870,000 people attended
Disneyland.
If Kyle was going to round this number to the nearest million, how would he do it? Could he use a decimal
representation to help him?
This Concept is all about rounding very large numbers and decimal representations. By the end of it, you will
know how to help Kyle.
Guidance
Previously we worked on how to round some very tiny numbers, but what about really large numbers? Can we use
rounding to help us to examine some really large numbers?
Lets think about this.
Every time a new movie comes out a company keeps track of the total of the movie sales. If you go to www.thenumbers.com/movies/records you can see some of these numbers.
Here are the sales totals for the three top movies according to movie sales.
1. Star Wars IV - $460,998,007
2. Avatar - $558,179,737
3. Titanic - $600,788,188
Wow! Those are some big numbers!
Here is where rounding can be very helpful. We can round each of these numbers to the nearest hundred
million. First, lets find the hundred millions place.
1. Star Wars IV - $460,998,007
2. Avatar - $558,179,737
3. Titanic - $600,788,188
We want to round to the nearest hundred million. We do this by looking at the number to the right of the
place that we are rounding.
Lets look at each movie individually.
1. Star Wars IV - The number after the 4 is a 6, so we round up to a 5. The rest of the numbers are zeros.
500,000,000
2. Avatar - The number after the 5 is a 5, so we round up to 6. The rest of the numbers are zeros.
600,000,000
3. Titanic - The number after the 6 is a zero. So the 6 stays the same and the rest of the numbers are zeros.
600,000,000
260
www.ck12.org
If we want to compare these numbers now we can see that Avatar and Titanic had the highest sales and Star
Wars IV had the least sales.
Sometimes we can get confused reading numbers with so many digits in them. Rounding the numbers helps
us to keep it all straight.
Here are a few for you to try. Round each to the correct decimal place.
Example A
Round the nearest million, 5,689,432.

Solution: 6,000,000
Example B
Round to the nearest hundred million, 156,789,345

Solution: 200,000,000
Example C
Round to the nearest billion, 3,456,234,123

Solution: 3,000,000,000
Now back to Disneyland. Here is the original problem once again.
Kyle is doing a project on Disneyland. Using the internet, he has discovered that last year 14,870,000 people attended
Disneyland.
If Kyle was going to round this number to the nearest million, how would he do it? Could he use a decimal
representation to help him?
To round this number to the nearest million, we can look at the number after the 4. It is an 8. That means that we
can round up.
14,870,000 becomes 15,000,000.
This is our answer.
Guided Practice

After researching Disneyland, Kyle moved on to Six Flags. He discovered that 25,300,000 people attended Six Flags
in 2011. Can you round that to the nearest million?
Answer
To do this, we need to look at the place value of the number after the 5. The five is in the millions place, so we look
to the right of that number. It is a 3, so we dont round up.
Our answer is 25,000,000.
Video Review
261
3.14. Large Decimal Rounding to Decimal Representations
MEDIA
MEDIA

Explore More
Directions: Round each number to the specified place value.

1. 5,689,123 to the nearest million
2. 456,234 to the nearest ten thousand
3. 678,123 to the nearest thousand
4. 432,234 to the nearest hundred thousand
5. 567,900 to the nearest thousand
8. 23,800,990 to the nearest ten - million
9. 18,900,000 to the nearest ten - million
11. 1,234,567,800 to the nearest billion
262
www.ck12.org
www.ck12.org
3.15 Decimal Rounding to Estimate Sums and

Differences
Here youll learn how to estimate sums and differences of decimals using rounding.
Do you remember Jose, who had a job at the ice cream stand in the Large Decimal Rounding to Decimal Representations Concept? Have you ever practiced recycling? Well, Jose has an idea to incorporate recycling into his job at
the ice cream stand.
Jose has had many new ideas for improving life at the Add It Up Ice Cream Stand. His newest idea focuses on
recycling. In addition to ice cream, the stand also sells sodas that are packaged in aluminum cans. Because you can
turn in cans for recycling and receive some money back, Jose thinks that this could be a way for the ice cream stand
to generate a little more income. He explained his idea to Mr. Harris who loved the concept. Jose put out recycling
bins the first week of June. On the last day of each month, Jose took the recycled cans to the recycling center and
collected money on his returns. He decided to keep track of the additional income in a small notebook. Here is what
Jose collected in June, July and August.
June $25.77
July $33.45
August $47.62
Julie asks Jose about how much he has made in recycling. She also wants to know about how much more he made in
August versus June. Jose looks at his notebook and just by looking at the numbers cant remember how to estimate.
The decimals are throwing him off.
You can help Jose, by the end of the Concept you will know how to estimate sums and differences of decimals.
Guidance
Do you remember what it means to estimate ?

To estimate means to find an answer that is close to but not exact. It is a reasonable answer to a problem.
What does the word sum and the word difference mean?
If you think back, you will remember that you have already been introduced to the word sum and the word difference.
A sum is the answer from an addition problem. The word difference is the answer of a subtraction problem.
How can we estimate a sum or a difference when our problem has decimals?
263
3.15. Decimal Rounding to Estimate Sums and Differences
www.ck12.org
The easiest way to estimate a sum or a difference of decimals is to round the decimal. If we round the decimal to
the nearest whole number, we can complete the problem using mental math or at least simplify the problem so that
finding an answer is easier.
Estimate 15.7 + 4.9 = _____
In this problem, we only want to estimate our sum. Therefore, we can use our rules for rounding decimals to help us
round each decimal to the nearest whole number.
15.7, the place being rounded is the 5, we look at the 7 and round up.
15.7 becomes 16
4.9, the place being rounded is the 4, we look at the 9 and round up.
4.9 becomes 5
Next, we rewrite the problem.
16 + 5 = 21
Our answer is 15.7 + 4.9 = 21.
We can also use rounding when estimating sums of larger numbers.
Estimate 350.12 + 120.78 = _____
We round each to the nearest whole number to find a reasonable estimate.
350.12 becomes 350.
120.78 becomes 121.
350 + 121 = 471
Our answer is 350.12 + 120.78 = 471.
What about differences in estimations with subtraction?
We can work on these problems in the same way, by rounding.
Estimate 45.78 - 22.10 = _____
45.78 rounds to 46.
22.10 rounds to 22.
46 - 22 = 24
Our answer is 45.78 - 22.10 = 24.
Now it is time for you to try a few on your own. Estimate each sum or difference using rounding.
Example A
2.67 + 3.88 + 4.10 = _____

Solution: 11
Example B
56.7 - 22.3 = _____

Solution: 35
264
www.ck12.org
Example C
$486.89 - $25.22 = _____

Solution: 462
Now lets help Jose with his recycling dilemma. He will need to use rounding to gather the information for Julie.
The first thing that we need to do is to estimate the sum of the amounts of money that Jose collected in June,
July and August.
Lets start by rounding.
$25.77 becomes $26.00
$33.45 becomes $33.00
$47.62 becomes $48.00
Our estimated sum is $107.00.
Next, Jose works to figure out the difference between the amount of money collected in June versus August.
Since both sums were similar, he decides to use rounding to estimate this difference.
June = $25.77 which rounds to $26
August = $47.62 which rounds to $48
48 - 26 = $22.00
Congratulations Jose! Your recycling campaign is definitely working! Keep up the good work, Julie says
to Jose after seeing his results. Jose feels proud because of his accomplishment. The recycling campaign will
remain at the ice cream stand.
Guided Practice

Estimate $588.80 - $310.11 = _____
Answer
$588.80 becomes 589 we can leave off the zeros to make it simpler to estimate
$310.11 becomes 310
589 - 310 = 279
Our answer is $588.80 - $310.11 = $279.00.
Video Review
This example shows how you can use decimal estimation to approximate your answer and then compute your answer
to an exact amount.
MEDIA
265
3.15. Decimal Rounding to Estimate Sums and Differences

Khan Academy Decimal Estimation
Explore More
Directions: Estimate each sum or difference by rounding.

1. 56.32 + 23.12 = _____
2. 18.76 + 11.23 = _____
3. 14.56 + 76.98 = _____
4. 11.12 + 54.62 = _____
5. 33.24 + 45.32 = _____
6. 18.97 + 15.01 = _____
7. 22.43 + 11.09 = _____
8. 4.52 + 3.21 = _____
9. 19.19 + 27.75 = _____
10. 87.12 + 88.90 = _____
11. 67.19 - 33.12 = _____
12. 88.92 - 33.10 = _____
13. 76.56 - 3.45 = _____
14. 65.72 - 11.12 = _____
15. 77.34 - 43.02 = _____
16. 88.02 - 11.10 = _____
17. 89.32 - 18.03 = _____
18. 24.67 - 10.10 = _____
19. 37.82 - 14.20 = _____
20. 55.88 - 44.22 = _____
21. 334.56 - 125.86 = _____
22. 456.11 + 112.18 = _____
266
www.ck12.org
www.ck12.org
3.16 Front-End Estimation

Here youll learn to estimate sums and differences of decimals using front - end estimation.
In the Decimal Rounding to Estimate Sums and Differences Concept, Jose realized that he could figure out his
recycling data by using rounding. But there are other ways to estimate sums and differences. Have you ever heard
of front - end estimation? In this Concept, you will learn how to use front - end estimation to help Jose.
Lets look at the dilemma again.
Jose has had many new ideas for improving life at the Add It Up Ice Cream Stand. His newest idea focuses on
recycling. In addition to ice cream, the stand also sells sodas that are packaged in aluminum cans. Because you can
turn in cans for recycling and receive some money back, Jose thinks that this could be a way for the ice cream stand
to generate a little more income. He explained his idea to Mr. Harris who loved the concept. Jose put out recycling
bins the first week of June. On the last day of each month, Jose took the recycled cans to the recycling center and
collected money on his returns. He decided to keep track of the additional income in a small notebook. Here is what
Jose collected in June, July and August.
June $25.77
July $33.45
August $47.62
Julie asks Jose about how much he has made in recycling. She also wants to know about how much more he made in
August versus June. Jose looks at his notebook and just by looking at the numbers cant remember how to estimate.
The decimals are throwing him off.
In this Concept, you will learn how to use front - end estimation to help Jose.
Guidance
Frontend estimation is a useful method of estimating when you are adding or subtracting numbers that are greater
than 1000.
Here are the steps for front end estimation.
1. Keep the digits of the two highest place values in the number.
2. Insert zeros for the other place values.
Estimate 4597 + 3865 = _____
We follow the rules for front end estimation since each number is over 1000.
4597 becomes 4500. 4 and 5 are the digits of the two highest place values and we filled in zeros for the rest of the
places.
3865 becomes 3800. 3 and 8 are the digits of two highest place values and we filled in zeros for the rest of the places.
Now we can rewrite the problem.
4500 + 3800 = 8300
Our answer for 4597 + 3865 is 8300.
What about a problem where we have one number over 1000 and one number not over 1000?
Estimate 4496 - 745 = _____
267
3.16. Front-End Estimation
www.ck12.org
4496 becomes 4400 using frontend estimation.

745 becomes 700 by rounding to the nearest hundred.
4400 - 700 = 3700
Our answer for 4496 - 745 is 3700.
What about frontend estimation and decimals? When using frontend estimation and decimals, we figure out
how to keep the wholes separate from the parts and then combine them together. Here are the steps to frontend
estimation with decimals.
1. Add the front digits of the numbers being added or subtracted.
2. Round off the decimals of the numbers being added or subtracted.
3. Combine or subtract the results.
2.10 + 3.79 = _____
We start with the front digits of the numbers being added. That means we add 2 + 3 = 5. Next, we round the
decimal part of each number. .10 stays .10 and .79 becomes .80
.80 + .10 = .90
Now we add, since that is the operation, the two estimates together.
5 + .90 = 5.90
Our answer for 2.10 + 3.79 is 5.90.
Now it is your turn to practice, notice that these examples are whole numbers and not decimals.
Example A
5674 + 1256 = _____

Solution: 5600 + 1200 = 6800
Example B
4632 - 576 = _____

Solution: 4600 - 570 = 4030
Example C
8932 + 1445 = _____

Solution: 8900 + 1400 = 10,300
Now back to Jose and his estimation dilemma.
After rounding, Jose decides to try front end estimation to see if he can get an even more accurate estimate
of the sum.
First, add the front ends, 25 + 33 + 47 = 105.
Next round the decimal parts and add them, .77 = .80, .45 = .50, .62 = .60.
268
www.ck12.org
.80 + .50 + .60 = 1.90

105 + 1.90 = $106.90
June = $25.77 which rounds to $26
August = $47.62 which rounds to $48
48 - 26 = $22.00
You can see that both estimation methods work!
Guided Practice

16.79 - 14.12 = _____
Answer
We start by subtracting the front ends. 16 - 14 = 2 Next, we round the decimal parts. .79 becomes .80 and .12
becomes .10. Subtract those decimals .80 - .10 = .70. Combine for the answer = 2.70.
Our answer for 16.79 - 14.12 is 2.70.
Video Review
This example shows how you can use decimal estimation to approximate your answer and then compute your answer
to an exact amount.
MEDIA
Khan Academy Decimal Estimation

Explore More
Directions: Estimate using frontend estimation.

1. 34.66 + 11.12 = _____
2. 43.18 + 16.75 = _____
3. 2.34 + 1.56 = _____
4. 7.89 + 5.79 = _____
5. 8.90 + 3.21 = _____
6. 7.18 - 3.13 = _____
7. 12.65 - 7.23 = _____
269
3.16. Front-End Estimation

8. 15.70 - 11.10 = _____
9. 25.67 - 18.40 = _____
10. 78.46 - 55.21 = _____
11. 88.12 - 34.06 = _____
12. 87.43 - 80.11 = _____
13. 94.12 - 7.08 = _____
14. 98.10 - 6.01 = _____
15. 145.90 + 18.12 = _____
270
www.ck12.org
www.ck12.org
3.17 Decimal Addition

Here youll learn how to add decimals.
When Julie arrived for her shift at the ice cream stand, she was surprised to find out that the cash register was broken.
You can just figure out each total and the customers change, Mr. Harris said to Julie with a smile. Julie grimaced
as she got out a pad of paper and pencil. She knew that she was going to need to do some quick addition and
subtraction to make this whole day work. Very soon her first customer arrived. This customer ordered a small cone
for $2.25 and gave Julie exact change. Maybe this wont be so tough after all, Julie thought. Then her luck ended.
A woman arrived and ordered a small cone with sprinkles, caramel, and an extra scoop of ice cream. Julie quickly
jotted the following numbers down on a piece of paper.
While Julie was working to figure out the sum, lets take a few minutes to learn how to add decimals.
Guidance
Previously we worked on how to estimate the sums and differences of problems with decimals. Remember, an
estimate only works when we dont need an exact answer.
Lets think about Julie. She cant use an estimation to solve her problem. She needs to know the exact cost of the
ice cream cone. In this case, Julie cant use estimation. She will need to know how to add decimals.
To add decimals, we are going to be working with the wholes and parts of the numbers separately.
We want to add the parts and then add the wholes.
How can we do this?
The best way to do this is to keep the parts together and keep the wholes together.
To do this, we simply line up the decimal points in each number that we are adding.
271
3.17. Decimal Addition
www.ck12.org
Add 3.45 + 2.37 = _____

In this problem we have parts and wholes. Lets rewrite the problem vertically, lining up the decimal points.
3.45
+ 2.37
Next, we can add the columns vertically and bring the decimal point down into the answer of the problem.
3.45
+ 2.37
5.82
Our answer is 5.82.
What happens when you have decimals with different numbers of digits in them?
When we have a problem like this, we still line up the decimal points, but we add zeros to help hold places
where there arent numbers. This helps us to keep our addition straight.
5 + 3.45 + .56 = _____
First, we line up the problem vertically.
5.00
3.45
+ 0.56
Notice that we added in zeros to help hold places where we did not have numbers. Now each number in the problem
has the same number of digits. We can add them with ease.
5.00
3.45
+ 0.56
9.01
Our answer is 9.01.
Now it is time for you to try a few on your own. Add the following decimals.
Example A
4.56 + .89 + 2.31 = _____

Solution: 7.76
272
www.ck12.org
Example B
5.67 + .65 + .93 =_____

Solution: 7.25
Example C
88.92 + .57 + 3.12 = _____

Solution: 92.61
Now that you have learned how to add decimals, lets go back and help Julie with her dilemma.
First, we need to figure out the cost of the ice cream cone. Here are the numbers that Julie wrote down.
2.25 + .10 + .30 + .85 = _____
Next, we need to line up the numbers vertically.
2.25
.10
.30
+ .85
3.50
The cost of the ice cream cone is $3.50.
Guided Practice
Here is one for you to try on your own. Be sure to line up the digits vertically before adding.
4.56 + .98 + 1.024 = _____
Our answer is 6.564.
MEDIA
Video Review
273
3.17. Decimal Addition
www.ck12.org
MEDIA
Khan Academy: Adding Decimals

Explore More
Directions: Add the following decimals.

1. 4.5 + 6.7 = _____
2. 3.45 + 2.1 = _____
3. 6.78 + 2.11 = _____
4. 5.56 + 3.02 = _____
5. 7.08 + 11.9 = _____
6. 1.24 + 6.5 = _____
7. 3.45 + .56 = _____
8. 87.6 + 98.76 = _____
9. 76.43 + 12.34 = _____
10. 5 + 17.21 = _____
11. 78 + 13.456 = _____
12. .456 + .23 + .97 = _____
13. 1.234 + 4.5 + 6.007 = _____
14. 3.045 + 3.3 + 9 = _____
15. 23 + 4.56 + .0091 = _____
274
www.ck12.org
3.18 Decimal Subtraction

Here youll learn how to subtract decimals.
In the Decimal Addition Concept, Julie figured out the sum of the ice cream cone. Can you imagine being in the
same situation? Well, that would be a lot of math that you would need to figure out. However, the dilemma didnt
stop there. You see, when Julie was figuring out the sum, the customer handed Julie a $10.00 bill and two quarters.
I am so glad that I have the change, she said to Julie.
Julie frantically began to work out the math on her piece of paper.
Pay attention in this Concept. To help Julie figure out the correct change, you will need to know how to
subtract decimals.
Guidance
Previously we worked on how to add decimals. Well, subtracting decimals is very similar to adding them. While the
operation is different, the way of working is the same.
To add or subtract decimals, we are going to be working with the wholes and parts of the numbers separately.
We want to add or subtract the parts and then add or subtract the wholes.
How can we do this?
The best way to do this is to keep the parts together and keep the wholes together.
To do this, we simply line up the decimal points in each number that we are adding or subtracting.
6.78 - 2.31 = _____
First, we line up the problem vertically.
6.78
2.31
Next, we subtract each digit vertically.
6.78
2.31
4.47
Our answer is 4.47.
Sometimes, the values in a subtraction problem can have a different number of digits. We add zeros to help
hold places where there are not digits. That way each number has the same number of places.
67.89 - 18.4 = _____
First, we line up the problem vertically with the decimal point.
275
3.18. Decimal Subtraction
www.ck12.org
67.89
18.40
49.49
Now it is time for you to try a few on your own. Subtract the following decimals.
Example A
16 - 12.22 = _____
Solution: 3.78
Example B
18.86 - 13.45 = _____

Solution: 5.41
Example C
19.2 - 13.211 = _____

Solution: 5.989
Now lets think about Julie. Do you know how to figure out the customers change?
The cost of the ice cream cone is $3.50. Julie took the ten dollar bill and the two quarters from the customer.
$10.50 3.50 =
.50 .50 = 0
10 3 = 7
Julie confidently handed the customer $7.00 in change. The customer smiled, thanked Julie and left eating
her delicious ice cream cone.
Guided Practice

34.08 12.99 = _____
Answer
276
www.ck12.org
To begin, we line up the digits according to place value and subtract.

MEDIA
Video Review
MEDIA
Khan Academy Subtracting Decimals
MEDIA
James Sousa, Adding and Subtracting Decimals

Explore More
Directions: Subtract the following decimals.

1. 17.65 - 4 = _____
2. 18.97 - 3.4 = _____
3. 22.50 - .78 = _____
4. 27.99 - 1.99 = _____
5. 33.11 - 3.4 = _____
6. 44.59 - 11.34 = _____
7. 78.89 - 5 = _____
277
3.18. Decimal Subtraction

8. 222.56 - 11.2 = _____
9. 567.09 - 23.4 = _____
10. 657.80 - 3.04 = _____
11. 345.01 - 123.90 = _____
12. 567.08 - 111.89 = _____
13. 378.99 - 345.12 = _____
14. 786.01 - 123.10 = _____
15. 504.32 - 345.89 = _____
278
www.ck12.org
www.ck12.org
3.19 Mental Math to Add and Subtract Decimals

Here youll learn to use mental math to add and subtract decimals.
Have you ever had to add decimals without a paper and a pencil? Well, there is an easy way to do it. Take a look.
Justin and Kiley went to the mall. At lunch, they stopped at the food court to get something to eat. Justin ordered a
hamburger for $2.99 and a drink for $1.09. Kiley ordered the same thing.
How much did they spend in all?
This Concept will show you how to add decimals using mental math. At the end of the Concept, you will know
how to figure out the total cost for lunch.
Guidance
Sometimes, you dont need to go through all of the work of lining up decimal points and filling in the zeros.
Sometimes you can use mental math to figure out a sum.
When is mental math most helpful with decimal sums and differences?
When you have a decimal where the decimal parts can easily add up to be one whole, you can use mental math to
figure out the sum. Think about this. If you had .30 + .70, you know that 3 + 7 is 10, therefore you know that .30 +
.70 is 1.00.
Lets apply this information.
5.30 + 6.70 = _____
Here we can start by looking at the decimals, since .30 + .70 is 1. Then we combine the whole numbers and add the
total of the decimals to get an answer:
5 + 6 = 11 + 1 = 12
Our answer is 12.
What about subtraction?

279
3.19. Mental Math to Add and Subtract Decimals
www.ck12.org
We can use mental math to complete subtraction problems too.

We just look for which decimals add up to be wholes and go from there.
25.00 - 22.50 = _____
We are subtracting 25.00 - 22.50, we can think about this problem in reverse to make the mental math simpler.
What plus 22.50 will give us 25.00?" Think: 2.50 plus what equals 5.00?
25.00 - 22.50 = 2.50
Our answer is 2.50.
Not all problems will be able to be solved mentally, but when we can mental math makes things a whole lot
simpler!!
Here are few for you to work on. Add or subtract using mental math.
Example A
33.50 + 5.50 = _____

Solution: $39.00
Example B
10 - 3.75 = _____
Solution: 6.25
Example C
18.25 + 2.25 = _____

Solution: 18 + 2 = 20, .25 + .25 = .50. The total is 20.50.
Have you been paying attention? Lets go back to the problem from the beginning of the Concept.
Justin and Kiley went to the mall. At lunch, they stopped at the food court to get something to eat. Justin ordered a
hamburger for $2.99 and a drink for $1.09. Kiley ordered the same thing.
How much did they spend in all?
First, we can add $3.00 instead of $2.99 and $1.00 instead of $1.09.
3+3+1+1 = 8
But, there is change to consider too.
.09 + .09 = .18
But the original hamburger was .01 less than $3.00, so we add .16 instead of .18
The total cost of lunch is $8.16.
Guided Practice

Kiley went shopping and spent $5.60. She gave the clerk a ten dollar bill. What was her change?
Answer
280
www.ck12.org
To figure this out, we can write a subtraction problem.

10 5.60
Then we can use mental math to solve it.
Our answer is $4.40.
Video Review
MEDIA
Khan Academy Adding Decimals
MEDIA
Khan Academy Subtracting Decimals
MEDIA
James Sousa, Adding and Subtracting Decimals

Explore More
Directions: Use mental math to compute each sum or difference.

1. .50 + 6.25 = _____
2. 1.75 + 2.25 = _____
3. 3.50 + 4.50 = _____
4. 7.25 + 1.25 = _____
5. 8.75 + 3.25 = _____
6. 8.50 + 2.50 = _____
281
3.19. Mental Math to Add and Subtract Decimals

7. 10 + 4.50 = _____
8. 12 + 3.75 = _____
9. 15.50 - 5.25 = _____
10. 20 - 15.50 = _____
11. 10 - 4.50 = _____
12. 30 - 15.50 = _____
13. 40 - 16.40 = _____
14. 75 - 50.50 = _____
15. 80 - 40.25 = _____
282
www.ck12.org
www.ck12.org
3.20 Properties in Decimal Operations

Here youll learn how to identify properties in decimal operations.
Have you ever tried to reverse the order of something and end up with the same answer? Look at what Casey is
trying to do.
Casey loves to ride his bike. Two days ago, he rode 9.5 miles. Then he rode 13.2 miles, and today he rode 11.5
miles. Casey is sure that he can ride in the reverse order for the next few days and still end up with the same mileage.
9.5 + 13.2 + 11.5 = 11.5 + 13.2 + 9.5
This may seem very logical, but why is it true?
This is where properties come in. What Casey has done is illustrate one of the properties of addition. Do you know
which one?
This Concept is all about properties. By the end of it, you will know which property Casey is using in his bike
riding.
Guidance
Previously we worked on how to add and subtract decimals both by using mental math and by completing the
arithmetic on a piece of paper by lining up the decimal points.
We can also apply two properties to our work with decimals.
A property is a rule that remains true when applied to certain situations in mathematics.
We are going to work with two properties in this section, the associative property and the commutative property.
Lets begin by learning about the commutative property .
The commutative property means that you can switch the order of any of the numbers in an addition or multiplication problem around and you will still receive the same answer.
4 + 5 + 9 = 18 is the same as 5 + 4 + 9 = 18
The order of the numbers being added does not change the sum of these numbers. This is an example of the
commutative property.
How can we apply the commutative property to our work with decimals?
We apply it in the same way. If we switch around the order of the decimals in an addition problem, the sum does not
change.
4.5 + 3.2 = 7.7 is the same as 3.2 + 4.5 = 7.7
Now we can look at the associative property .
The associative property means that we can change the groupings of numbers being added (or multiplied)
and it does not change the sum. This applies to problems with and without decimals.
(1.3 + 2.8) + 2.7 = 6.8 is the same as 1.3 + (2.8 + 2.7) = 6.8
Notice that we use parentheses to help us with the groupings. When we regroup numbers in a different way the
sum does not change.
What about variables and decimals?
283
3.20. Properties in Decimal Operations
www.ck12.org
Sometimes, we will have a problem with a variable and a decimal in it. We can apply the commutative property and
associative property here too.
x + 4.5 is the same as 4.5 + x
(x + 3.4) + 5.6 is the same as x + (3.4 + 5.6)
The most important thing is that the order of the numbers and the groupings can change but the sum will
remain the same.
Look at the following examples and name the property illustrated in each example.
Example A
3.4 + 7.8 + 1.2 = 7.8 + 1.2 + 3.4

Solution: Commutative Property of Addition
Example B
(1.2 + 5.4) + 3.2 = 1.2 + (5.4 + 3.2)

Solution: Associative Property of Addition
Example C
x + 5.6 + 3.1 = 3.1 + x + 5.6

Solution: Commutative Property of Addition
Now back to Casey and the bike riding. Here is the original problem once again.
Casey loves to ride his bike. Two days ago, he rode 9.5 miles. Then he rode 13.2 miles, and today he rode 11.5
miles. Casey is sure that he can ride in the reverse order for the next few days and still end up with the same mileage.
9.5 + 13.2 + 11.5 = 11.5 + 13.2 + 9.5
This may seem very logical, but why is it true?
It is true because this is an example of the Commutative Property of Addition. Casey simply reversed the
order of his mileage. The sum of his total miles will be exactly the same.
Guided Practice

Name the property illustrated below.
3.2 + (x + y) + 5.6 = (3.2 + x) + y + 5.6
Answer
This is an example of the Associative Property of Addition.
Why?
The order of the numbers did not change. The location of the parentheses did change. When the grouping of values
changes in an expression, it is an example of the Associative Property of Addition.
284
www.ck12.org
Video Review
MEDIA
Khan Academy: Associative Law of Addition
MEDIA
Khan Academy: Commutative Law of Addition

Explore More
Directions: Identify the property illustrated in each number sentence.

1. 4.5 + (x + y) + 2.6 = (4.5 + x) + y + 2.6
2. 3.2 + x + y + 5.6 = x + 3.2 + y + 5.6
3. 1.5 + (2.3 + y) + 5.6 = (1.5 + 2.3) + y + 5.6
4. 3.2 + 5.6 + 1.3 + 2.6 = 3.2 + 2.6 + 5.6 + 1.3
5. 4.5 + 15.6 = 15.6 + 4.5
6. (x + y) + 5.6 = x + (y + 5.6)
7. 17.5 + 18.9 + 2 = 2 + 17.5 + 18.9
8. (x + y) + z = x + (y + z)
9. 5.4 + 5.6 = 5.6 + 5.4
10. 1.2 + 3.2 + 5.6 = 1.2 + 5.6 + 3.2
11. 3.2 + (x + y) + 5.6 = 3.2 + x + (y + 5.6)
12. 3.4 + x + y + .6 = .6 + y + x + 3.4
13. 2.2 + 4.3 + 1.1 = 1.1 + 2.2 + 4.3
14. (1.2 + 3.4) + 7.6 = 1.2 + (3.4 + 7.6)
15. 8.9 + 9.3 + 3.1 = 9.3 + 8.9 + 3.1
285
3.21. Stem-and-Leaf Plots
www.ck12.org
3.21 Stem-and-Leaf Plots

Here youll learn to organize a set of data in a stem - and - leaf plot.
The Add It Up Ice Cream Stand has had an excellent summer. Mr. Harris told all of his employees that he is thrilled
with the number of ice cream cones that were sold each day. The last week of August was the most successful week
of sales. Here are the counts that Mr. Harris collected on each day during this last week of August.
Mon - 78
Tues - 86
Wed - 52
Thurs - 67
Fri - 70
Sat - 75
Sun - 78
Julie wants to design a beautiful chart to give to Mr. Harris as a gift to show the best sales for the week.
Why dont you put those in a stem-and-leaf plot, Jose suggests when Julie tells him the idea.
Good idea, Julie says and she gets to work.
Now it is your turn. You are going to make a stem-and-leaf plot to show Mr. Harris ice cream sales for his
best week ever.
The title of the stem-and-leaf plot is THE BEST WEEK EVER.
Pay attention throughout this Concept so that you can build a stem-and-leaf plot to organize the data.
Guidance
A stem-and-leaf plot is a visual diagram where you organize numbers according to place value. The data is
organized in either ascending or descending order.
To build a stem-and-leaf plot, we use place value as our method of organizing data.
286
www.ck12.org
If we had a 15 as our number, the stem would be a ten since that is the tens place value. The leaf would be the
5.
To write it as a stem-and-leaf plot, here is what it would look like.

1 5 This means 15.
A stem-and-leaf plot is most useful when looking at a series of data. When we have a series of data, we can
organize them according to place value.
22, 15, 11, 22, 24, 33, 45
Lets say that we want to organize this data in a stem-and-leaf plot. First, we organize them by the tens place since
all of our numbers have tens places as the highest place value.
11, 15, 22, 22, 24, 33, 45
Next, we put each stem on the left side of our vertical line.
Notice that the largest of each place is on the left of the lines. Now we can put the ones or the leaves on the right of
the vertical line.
Each number in the data has been organized. The tens place is on the left for each number and the ones places that
go with each ten are on the right side of the vertical bar.
This is our completed stem-and-leaf plot.
Helpful Hint 1
Notice that we list repeated values in the chart.
33, 34, 36, 45, 40, 62, 67, 68
We start by organizing the stems separate from the leaves.
287
www.ck12.org
Notice that there isnt a number in the fifties in the list of data. We still need to include it in the stem-and-leaf plot.
Because of this, we can leave the leaf empty, but we still include the stem.
Helpful Hint 2
List stems that are between numbers even if they dont have leaves.
Include zeros in the leaves for numbers that end in 0.
Now that we know how to create a stem-and-leaf plot, how can we interpret the data? Each stem and set of
leaves creates an interval.
Lets look at the intervals for the stem-and-leaf plot we just created.
The interval for the 30s is 33 - 36.

The interval for 40s is 40 - 45.
The interval for 60s is 62 - 68.
Practice what you have learned. Answer these question about the stem - and - leaf plot above.
Example A
What is the smallest value in the plot?

Solution: 33
Example B
What is the first interval of the data?

Solution: 33 - 36
Example C
What is the greatest value in the data set?

288
www.ck12.org
Solution: 68
Now back to Julie and her chart. Take a look at the original problem once again.
Julie wants to design a beautiful chart to give to Mr. Harris as a gift to show the best sales for the week.
Why dont you put those in a stem-and-leaf plot, Jose suggests when Julie tells him the idea.
Good idea, Julie says and she gets to work.
The first thing that we are going to do is to organize the data in a stem-and-leaf plot. The smallest stem is 5
and the largest stem is 8. We can build the stem-and-leaf plot and fill in the stems and the leaves.
Now we have a stem and leaf plot with the data all arranged.
Guided Practice

Use this stem-and-leaf plot.
What is the greatest value in the forties?

Answer
To figure this out, we look at the stem of 4. Then we can add the leaf to the stem.
Our answer is 45.
Video Review
289
www.ck12.org
MEDIA
Khan Academy Stem-and-Leaf Plots

Great video on organizing, building and interpreting a stem and leaf plot.
http://www.mathplayground.com/howto_stemleaf.html
Explore More
Directions: Build a stem-and-leaf plot for each of the following data sets.
1. 42, 44, 45, 46, 51, 52, 53, 60, 81, 82
2. 13, 11, 20, 21, 22, 30, 31, 32
3. 44, 45, 46, 48, 51, 53, 55, 67, 69
4. 10, 19, 19, 10, 11, 13, 14, 14, 15
5. 12, 13, 13, 21, 22, 23, 33, 34, 37, 40
6. 45, 46, 46, 46, 52, 52, 54, 77, 78, 79
7. 60, 60, 62, 63, 70, 71, 71, 88, 87, 89
8. 80, 81, 82, 90, 91, 92, 93, 93, 93, 94
9. 11, 12, 12, 13, 14, 14, 20, 29, 30, 32, 32, 52
10. 33, 45, 46, 47, 60, 60, 72, 73, 74, 88, 89
11. 10, 23, 24, 25, 30, 31, 32, 33, 45, 46
Directions: Look at the first stem - and - leaf plot you created and answer the following questions.
12. What is the lowest value in the data set?
13. What is the greatest?
14. Are there any stems without leaves?
15. Which ones?
290
www.ck12.org
3.22 Stem and Leaf Plots, Range of a Data Set

Here youll learn to use a stem-and-leaf plot to find the range of a set of data.
Remember Julie from the Stem-and-Leaf Plots Concept? Have you ever wondered how to calculate range?
Well, here is the stem-and-leaf plot that Julie created in the previous Concept.
This Concept is all about how you can use a stem-and-leaf plot to determine the range of a set of data. Pay
attention and by the end of the Concept you will know how Julie can figure out the range of the data.
Guidance
Previously we worked on how to create a stem-and-leaf plot for a set of data. Once you have the stem-and-leaf plot
made, you can use it to figure out the range of a set of data.
What is the range?
The range is the difference between the maximum score and the minimum score.
The smallest number in the stem-and-leaf plot is 22. You can see that by looking at the first stem and the first leaf.
The greatest number is the last stem and the last leaf on the chart. In this case, the largest number is 55. To find the
range, we subtract the smallest number from the largest number. This difference will give us the range.
55 - 22 = 33
The range is 33 for this set of data.
Look at the following stem-and-leaf plot and answer these questions.
291
3.22. Stem and Leaf Plots, Range of a Data Set
www.ck12.org
Example A
What is the range for this data set?

Solution: 35
Example B
What is the smallest interval?

Solution: 12 - 14
Example C
What is the greatest interval?

Solution: 42 - 47
Now back to Julie and the stem-and-leaf plot. Here it is once again.
What is the range of Julies data?

To figure this out, we can find the difference between the greatest value in the data set and the smallest value in the
data set.
86 52 = 34
The range of the data is 34.
Guided Practice

What is the range of this data set?
292
www.ck12.org
To figure this out, we find the difference between the largest value in the data set and the smallest value in the data
set.
The largest value is 68.
The smallest value is 33.
68 33 = 35
The range of the data set is 35.
Video Review
MEDIA

Explore More
Directions: Use each stem - and - leaf plot to answer the following questions.
TABLE 3.14:
Stem
6
7
8
9
Leaf
8
579
02
2667
1. What is the smallest value in the plot?

2. What is the greatest value in the plot?
293
3.22. Stem and Leaf Plots, Range of a Data Set
www.ck12.org
TABLE 3.15:
Stem
0
1
2
3
4
Leaf
8
2789
23
15
0
4. What is the smallest value in the data set?

5. What is the greatest value in the data set?
7. Name the first interval.
8. Name the second interval.
9. Name the third interval.
10. Name the fourth interval.
11. Which interval has the greatest number of values in it?
12. Which interval has the smallest number of values in it?
13. Because the 4 stem has a zero in it, does that mean that there arent any values in it?
14. True or false. You can create a stem - and - leaf plot with a range in the hundreds.
15. True or false. You can create a stem - and - leaf plot without using intervals.
294
www.ck12.org
3.23 Stem and Leaf Plots, Mean, Median, and

Mode
Here youll learn to use a stem-and-leaf plot to find the mean, median and mode.
Do you remember calculating the mean, median and mode of a data set? You can also use a stem-and-leaf plot to
find these measures. Here is Julies stem-and-leaf plot once again.
This Concept will show you how to use Julies stem - and - leaf plot to find the mean, median and mode of the
data set.
Guidance
Previously worked with data sets and found the mean, median and mode of each set of data.
The mean is the average of a set of data.

The median is the middle number of a set of data.
The mode is the number that occurs the most in a set of data.
We can use a stem-and-leaf plot to find the mean, median and mode of a set of data.
Here we have a data set with numbers that range from 35 to 59. The largest interval is from 55 to 59. The smallest
interval is from 35 to 38.
What is the mean for this set of data?
To find the mean, we add up all of the numbers in the set and divide by the number of values that we added.
295
3.23. Stem and Leaf Plots, Mean, Median, and Mode
www.ck12.org
35 + 36 + 37 + 38 + 40 + 40 + 41 + 42 + 43 + 55 + 55 + 55 + 56 + 57 + 58 + 59 = 747
We divide by the number of values, which is 16.
747
= 46.68
16
After rounding, our answer is 47.

What is the median for this set of data?
Well, remember that the median is the middle score. We just wrote all of the scores in order from the smallest to the
greatest. We can find the middle score by counting to the middle two scores.
42 + 43 These are the two middle scores.
We can find the mean of these two scores and that will give us the median.
42 + 43 = 42.5
The median score is 42.5 for this data set.
What is the mode for this data set?
The mode is the value that appears the most.
In this set of data, 55 is the number that appears the most.
The mode is 55 for this data set.
Use this stem - and - leaf plot to answer the following questions.
Example A
What is the mean?

Solution: 30
296
www.ck12.org
Example B
What is the median?

Solution: 28.5 or round up to 29
Example C
What is the mode?

Solution: There isnt a mode for this data set.
Now back to Julie.
Here is Julies stem-and-leaf plot once again.
What is the mean?

What is the median?
What is the mode?
To find the mean we add up all of the values in the data set and divide by the number of values in the set.
52 + 67 + 70 + 75 + 78 + 78 + 86 = 506
506 7 = 72.2
The mean is 72.
To find the median, we look for the middle score.
The median value is 75.
To find the mode, we look for the value that appears the most.
The mode of this set is 78.
Guided Practice

What is the mean, median and mode of this data set?
TABLE 3.16: Weight of Trout Caught

Stem
2
3
4
5
Leaf
9
1
05
2
297
3.23. Stem and Leaf Plots, Mean, Median, and Mode
www.ck12.org

Stem
6
7
8
9
Leaf
2
6
3
22
Answer
To find the mean, we add up the weights and divide by the total number of weights.
29 + 31 + 40 + 45 + 52 + 62 + 76 + 83 + 92 + 92 = 602
602 10 = 60.2
The mean is 60.
To find the median, we look for the middle value of the data set.
The median is between 52 and 62. So we find the average of those two numbers.
52 + 62 = 114 2 = 57
The median value is 57.
To find the mode, we look for the value that appears the most.
The mode of the data set is 92.
Video Review
MEDIA

Explore More
Directions: Answer each question.

1. Define the mean.
2. Define the median.
3. Define the mode.
Directions: Use the stem and leaf plot to answer the following questions.
298
www.ck12.org
TABLE 3.17:
Stem
6
7
8
9
Leaf
8
579
02
2667
4. What is the lowest value in the plot?

6. Which interval has the most values in it?
7. What is the mean of the data set?
8. What is the median of the data set?
9. What is the mode of the data set?
10. What is the range of the data set?
TABLE 3.18:
Stem
0
1
2
3
4
Leaf
8
2789
23
15
0
11. What is the smallest value in the plot?

13. What is the mean of the data set?
14. What is the median of the data set?
15. What is the mode of the data set?
299
3.24. Problem Solving Plan, Estimation with Decimals
www.ck12.org
3.24 Problem Solving Plan, Estimation with

Decimals
Here youll learn to use estimation in problem solving.
Jose has enjoyed working all summer. He loved helping Mr. Harris and his recycling idea ended up being very
profitable. Jose began the summer with an estimate of how much money he thought he would make. He earned
$7.00 per hour and he worked ten 30-hour weeks. Jose ended up earning $2100.00 for the summer, and he is very
pleased with his accomplishment. Now that the summer is over, Jose wishes to spend part of his money on new
clothes for school. He has selected the following items.
$19.95
$32.95
300
www.ck12.org
$46.75
Jose brought $100.00 with him to purchase the items.
If he estimates the total cost, what would it be?
How much change will Jose receive from the $100.00?
Using estimation will help Jose with his purchases.
Lets look at some situations where estimation makes the most sense, then we will come back to this problem
to help Jose with his shopping.
Guidance
We can use estimation in several different problem situations. To use estimation, we need to read and understand the
problem. There will be clues in the problem to let us know if estimation is a good option for solving that specific
problem.
Lets review what it means to estimate.
Estimating means that we are going to be finding an answer that is an approximate answer. When estimating, our
answer must make sense, but it does not need to be exact. We can find an answer that is reasonable to provide us
information for our problem.
When looking at a problem, we need to read the problem to see if estimating is a good option in the problem.
We can look for key words to help us with this.
Here are some of the key words that we use when estimating:
Close to
Approximate
Estimate
An answer that makes sense
About
If you see these words in a word problem, you can use estimating to find the answer.
Kelly wanted to get an idea how much she was spending at the store. On the way to the checkout she looked at the
items in her cart. Here are the prices of the food in her cart: $.50, $2.50, $ 3.45 and $ 6.79. About how much will
Kelly spend when she checks out?
Are there any key words in this problem?
Yes, the word ABOUT lets us know that we can estimate to find our answer.
Now that we know that we can estimate, how do we use estimation to solve this problem?
1. Rounding
2. Frontend Estimation.
For the problem that we just looked at, lets use rounding.
.50 becomes 1
2.50 becomes 3.00
3.45 becomes 3.00
6.79 becomes 7
301
www.ck12.org
Now we can add up the rounded answers: 1 + 3 + 3 + 7 = 14.

Our answer is $14.00. Kelly will spend approximately $14.00 at the store.
Example A
Kelly bought a shirt for $26.78 and a pair of pants for $25.10. What is the estimated total cost of her purchases?
Solution: $52.00
Example B
Jesse ran 16.5 miles one day and 22.8 miles the next. What is his estimated total mileage?
Solution: 40 miles
Example C
Kara biked 25.75 miles one day and 16.2 miles the next. What is her estimated total mileage?
Solution: 42 miles
Remember Jose? Jose brought $100.00 with him to purchase the items.
If he estimates the total cost, what would it be?
How much change will Jose receive from the $100.00?
We could use a couple of different strategies to estimate the total of Joses purchases.
We could use rounding or frontend estimation.
Lets use rounding first.
$19.95 rounds to $20.00
$32.95 rounds to $33.00
$46.75 rounds to $47.00
Our estimate is $100.00.
Hmmm. Ordinarily, rounding would give us an excellent estimate, but in this case our estimate is the amount
of money Jose wishes to pay with.
Because of this, lets try another strategy. Lets use frontend estimation and see if we can get a more accurate
estimate.
19 + 32 + 46 = 97
1 + 1 + 80 = 2.80
With frontend estimation, we can estimate the Jose will receive .20 change from his $100.00. While he isnt
going to get a lot of change back, he is going to receive some change so he does have enough money to make
his purchases.
302
www.ck12.org
Guided Practice

Tina is working to buy presents for her family for the holidays. She has picked out a cd for her brother for $14.69,
a vase for her Mother at $32.25 and a picture frame for her father at $23.12. Use rounding to estimate the sum of
Tinas purchases.
Answer
To use rounding, we first round each item that Tina bought to the nearest whole dollar.
$32.25 rounds to $32.
$23.12 rounds to $23.
Next, we simply add.
32 + 23 = 55
The estimated cost of Tinas purchases is $55.00.
Video Review
MEDIA
Khan Academy Estimation with Decimals
Explore More
Directions: Look at each problem and use what you have learned about estimation to solve each problem.
1. Susan is shopping. She has purchased two hats at $5.95 each and two sets of gloves at $2.25 each. If she rounds
each purchase price, how much can she estimate spending?
2. If she uses frontend estimation, how does this change her answer?
3. Which method of estimation gives us a more precise estimate of Susans spending?
4. If she brings $20.00 with her to the store, about how much change can she expect to receive?
5. If she decided to purchase one more pair of gloves, would she have enough money to make this purchase?
6. Would she receive any change back? If yes, about how much?
7. Mario is working at a fruit stand for the summer. If a customer buys 3 oranges at $.99 a piece and two apples for
$.75 a piece, about how much money will the customer spend at the fruit stand? Use rounding to find your answer.
8. What is the estimate if you use frontend estimation?
9. Why do you think you get the same answer with both methods?
10. If the customer gives Mario a $10.00 bill, about how much change should the customer receive back?
303
www.ck12.org
11. Christina is keeping track of the number of students that have graduated from her middle school over the past
five years. Here are her results.
2004 334
2005 367
2006 429
2007 430
2008 450
Estimate the number of students who graduated in the past five years.
12. Did you use rounding or frontend estimation?
13. Why couldnt you use frontend estimation for this problem?
14. Carlos has been collecting change for the past few weeks. He has 5 nickels, 10 dimes, 6 quarters and four dollar
bills. Write out each money amount.
15. Use rounding to estimate the sum of Carlos money.
16. Use frontend estimation to estimate the sum of Carlos money.
17. Which method gives you a more accurate estimate? Why?
Summary
Having completed this chapter, students are now ready to move on to Chapter Four. Each Concept has provided
students with an opportunity to engage and practice skills in many Concepts including decimal place value, reading
and writing decimals, decimal money amounts, metric measurement, sums and differences of decimals, stem-andleaf plots and estimation.
304
www.ck12.org
Chapter 4. Multiplication and Division of Decimals
C HAPTER
Multiplication and Division

of Decimals
Chapter Outline
4.1
M ULTIPLICATION OF D ECIMALS AND W HOLE N UMBERS
4.2
E STIMATION TO C HECK D ECIMAL M ULTIPLICATION
4.3
P ROPERTIES OF M ULTIPLICATION IN D ECIMAL O PERATIONS
4.4
E XPRESSIONS FOR THE P RODUCT OF A N UMBER AND A S UM
4.5
D ISTRIBUTIVE P ROPERTY
4.6
M ENTAL M ATH TO E VALUATE P RODUCTS
4.7
D ISTRIBUTIVE P ROPERTY TO E VALUATE F ORMULAS WITH D ECIMALS
4.8
A REA M ODELS FOR D ECIMAL M ULTIPLICATION
4.9
D ECIMAL M ULTIPLICATION
4.10
D IVISION OF D ECIMALS BY W HOLE N UMBERS
4.11
D ECIMAL Q UOTIENTS U SING Z ERO P LACEHOLDERS
4.12
D ECIMAL R OUNDING AND D IVISION
4.13
M ENTAL M ATH TO M ULTIPLY BY W HOLE N UMBER P OWERS OF T EN
4.14
M ENTAL M ATH TO M ULTIPLY BY D ECIMAL P OWERS OF T EN
4.15
M ENTAL M ATH TO D IVIDE BY W HOLE N UMBER P OWERS OF T EN
4.16
M ENTAL M ATH TO D IVIDE BY D ECIMAL P OWERS OF T EN
4.17
S CIENTIFIC N OTATION VALUES
4.18
D IVISION OF D ECIMALS BY D ECIMALS
4.19
D IVISION OF D ECIMALS BY D ECIMALS USING Z ERO P LACEHOLDERS
4.20
E QUIVALENT M ETRIC U NITS OF M ASS
4.21
E QUIVALENT M ETRIC U NITS OF C APACITY
4.22
A PPROPRIATE M ETRIC U NITS OF M ASS OR C APACITY
4.23
C ONVERSIONS OF L ENGTH , M ASS , C APACITY IN M ETRIC U NITS
Introduction
content of each Concept. Students are given opportunities to practice the skills of each Concept through realworld situations, examples, guided practice and independent practice sections. In this fourth chapter, Multiplication
and Division of Decimals, students will engage in many Concepts including multiplying decimals in several ways,
properties of multiplication, the distributive property, area, dividing decimals in several ways and converting metric
units of mass and capacity.
305
4.1. Multiplication of Decimals and Whole Numbers
www.ck12.org
4.1 Multiplication of Decimals and Whole Numbers

Here youll learn to multiply decimals by whole numbers.
Have you ever been to a science museum? Have you ever had to figure out the admission cost for a group of students?
Multiplication is definitely involved if you have ever tackled such a problem yourself.
Mrs. Andersen is planning a field trip to the Science Museum for her sixth grade class. She wants to spend the entire
day at the museum and plans to take all twenty-two students with her. She looks up some information on the internet
and finds that a regular price ticket is $12.95 and a student ticket is $10.95. However, when Mrs. Andersen checks
out the group rates, she finds that the students can go for $8.95 per ticket at the group student rate. Because she is
a teacher, Mrs. Andersen gets to go for free. One chaperone receives free admission also. Mrs. Andersen has a
total of three chaperones attending the field trip. The other two chaperones will need to pay the regular ticket price.
The class has a budget to pay for the chaperones. Mrs. Andersen assigns Kyle the job of being Field Trip Manager.
She hands him her figures and asks him to make up the permission slip. Kyle is glad to do it. When collection day
comes, Kyle collects all of the money for the trip. Kyle has an idea how much he should collect, what should his
estimate be? Given the student price, how much money does Kyle need to collect if all 22 students attend the field
trip? What is the total cost for all of the students and for the two chaperones?
While Kyle is adding up the money, you have the opportunity to figure out the answers to these two questions.
You will need to use information about multiplying decimals and whole numbers.
Pay close attention during this Concept, see if your answers match Kyles by the end of the Concept.
Guidance
In this Concept you will be learning about how to multiply decimals and whole numbers together. Lets think about
what it means to multiply.
Multiplication is a short-cut for repeated addition. We think about multiplication and we think about groups of
numbers.
4 3 = 12
Here we are saying that we have four groups of three that we are counting or we have three groups of four. It doesnt
matter which way we say it, because we still end up with twelve. When we multiply decimals and whole numbers,
we need to think of it as groups too.
2(.25) = _____
Here we are multiplying two times twenty-five hundredths. Remember that when we see a number outside of the
parentheses that the operation is multiplication. We can think of this as two groups of twenty-five hundredths. Lets
look at what a picture of this would look like.
306
www.ck12.org
Our answer is .50.

This is one way to multiply decimals and whole numbers; however we cant always use a drawing. It just isnt
practical.
How can we multiply decimals and whole numbers without using a drawing?
We can multiply a decimal and a whole number just like we would two whole numbers. First, we ignore the decimal
point and just multiply. Then, we put the decimal point in the product by counting the correct number of places.
4(1.25) = _____
Lets start by multiplying just like we would if this were two whole numbers. We take the four and multiply it by
each digit in the top number.
125
4
500
But wait! Our work isnt finished yet. We need to add the decimal point into the product. There were two
decimal places in our original problem. There should be two decimal places in our product.
5.00
We count in two places from right to left into our product.
Here are a few for you to try. Multiply them just as you would whole numbers and then put in the decimal
point.
Example A
3(4.52)
307
4.1. Multiplication of Decimals and Whole Numbers
www.ck12.org
Solution: 13.56
Example B
5(2.34)
Solution: 11.7
Example C
7(3.56)
Solution: 24.92
Now back to Kyle and the trip to the science museum!
Now, lets think about the estimate. About how much money should Kyle collect? The first step in working this
out is to write an equation.
22 students at $8.95 per ticket = 22(8.95)
Kyle wants an estimate, so we can round 8.95 to 9
Now lets multiply 22(9) = $198.00
Now that Kyle has an estimate, he can actually work on collecting the money and counting it. Once he has
collected and counted all the money, we will be able to see if his original estimate was reasonable or not.
One week before the trip, Kyle collects $8.95 from 22 students. He multiplies his results, 22(8.95) = $196.90
Kyle can see that his original estimate was reasonable. He is excited-the estimation worked!!
Next, Kyle figures out the cost of the chaperones. There are two chaperones who each pay the regular price
which is $12.95.
2(12.95) = 25.90
Finally, Kyle adds up the total.
196.90 + 25.90 = $222.80
He gives his arithmetic and money to Mrs. Andersen. She is very pleased.
The students are off to the Science Museum!!!
Guided Practice

Nine friends decided to go to a movie on Friday night. They each paid the $8.50 for admission. How much money
did they spend in all?
Answer
To solve this problem, we can write a multiplication problem.
9(8.50)
308
www.ck12.org
Video Review
MEDIA
Khan Academy Multiplying Decimals 2
MEDIA
Multiplying Decimals by Whole Numbers

Explore More
Directions: Multiply to find a product.

1. 5(1.24) = _____
2. 6(7.81) = _____
3. 7(9.3) = _____
4. 8(1.45) = _____
5. 9(12.34) = _____
6. 2(3.56) = _____
7. 6(7.12) = _____
8. 3(4.2) = _____
9. 5(2.4) = _____
10. 6(3.521) = _____
11. 2(3.222) = _____
12. 3(4.223) = _____
13. 4(12.34) = _____
14. 5(12.45) = _____
15. 3(143.12) = _____
16. 4(13.672) = _____
17. 2(19.901) = _____
18. 3(67.321) = _____
309
4.2. Estimation to Check Decimal Multiplication
www.ck12.org
4.2 Estimation to Check Decimal Multiplication

Here youll learn how to use estimation to check the reasonableness of an answer when you multiply decimals.
Have you ever estimated a product and wondered if your answer was reasonable?
At the Science Museum, Kelly decided to buy a few books on dinosaurs to bring home. She picked three different
books on different types of dinosaurs. The price of each book was $19.25.
Kelly began trying to estimate the total cost of all three books. She thinks that with her $59.00 that she will have
enough money to buy them. Is she correct?
This Concept is all about estimating products when you multiply decimals. Pay close attention and you will
be able to help Kelly at the end of the Concept.
Guidance
Previously we worked on how to multiply a decimal with a whole number. That is the perfect thing to do if you are
looking for an exact answer.
When do we estimate a product?
Remember back to when we were first working with estimation. We can use estimation whenever we dont need to
find an exact answer. As long as our answer makes sense, we can estimate.
We can use rounding to estimate.
How can we estimate a product using rounding?
When we multiply a whole number with a decimal, we can round the decimal that we are multiplying to find
a reasonable estimate.
Estimate 5(1.7) = _____
In this example we were told that we could estimate, so we dont need to worry about finding an exact answer. If we
use rounding, we can round the decimal to the nearest whole number.
1.7 is closest to 2.
We round 1.7 up to 2.
Now we can rewrite the problem and multiply.
5(2) = 10
A reasonable estimate for 5(1.7) is 10.
Estimate 7(4.3) = _____
Here we can estimate by rounding the decimal.
4.3 rounds down to 4
7 4 = 28
A reasonable estimate for 7(4.3) = 28
Here are a few for you to try. Estimate the following products.
310
www.ck12.org
Example A
4(3.2) = _____
Solution: 12
Example B
6(2.8) = _____
Solution: 18
Example C
7(5.3) = _____
Solution: 35
Do you know if Kelly will have enough money? Lets look at the original problem once again.
At the Science Museum, Kelly decided to buy a few books on dinosaurs to bring home. She picked three different
books on different types of dinosaurs. The price of each book was $19.25.
Kelly began trying to estimate the total cost of all three books. She thinks that with her $59.00 that she will have
enough money to buy them. Is she correct?
First, we can round to $19.00 for each book.
Next, we can multiply 19(3).
19(3) = 57
Even though this is an estimate, Kelly will have enough money to purchase all three books.
Guided Practice

Estimate the following product.
4(7.82)
Answer
To begin, we can round the decimal up to 8. Next, we multiply.
4 8 = 32
This is our answer.
Video Review
311
4.2. Estimation to Check Decimal Multiplication
MEDIA
Khan Academy Multiplying Decimals 2

This video is a skill that you will need when estimating products.
Explore More
Directions: Estimate the following products.

1. 4(3.2) = _____
2. 5(1.8) = _____
3. 6(2.3) = _____
4. 9(1.67) = _____
5. 8(4.5) = _____
6. 9(6.7) = _____
7. 4(8.1) = _____
8. 8(3.2) = _____
9. 9(9.7) = _____
10. 7(1.1) = _____
11. 8(3.5) = _____
12. 5(8.4) = _____
13. 12(9.1) = _____
14. 9(11.9) = _____
15. 6(12.3) = _____
16. 9(13.8) = _____
17. 8(14.3) = _____
312
www.ck12.org
www.ck12.org
4.3 Properties of Multiplication in Decimal Operations

Here youll learn to identify and apply properties of multiplication in decimal operations.
Remember the students at the Science Museum from the Estimation to Check Decimal Multiplication Concept?
Well, they have a new dilemma to work out and it involves math. Take a look.
Sarah and Kelly are having lunch at the Science Museum. They have each ordered a slice of pizza and a drink. Each
slice of pizza is $3.25 and each drink is $2.00.
"We can just multiply to figure out how much we owe. Ill go first," Sarah said.
"It doesnt matter who goes first, we both have the same things," Kelly explained.
"No we have to put the money first and then the amount," Sarah argued.
Kelly wrote this on a piece of paper.
2(5.25)
Sarah thinks the money amount must go first when you multiply. Kelly doesnt.
Who is correct?
This Concept is all about properties. The properties of multiplication will help you to answer this question.
Guidance
Previously we worked on using the properties of multiplication in numerical and variable expressions. Now we are
going to apply these properties to our work with multiplying decimals and whole numbers.
What is a property?
A property is a rule that makes a statement about the way that numbers interact with each other during certain
operations. The key thing to remember about a property is that the statement is true for any numbers.
The Commutative Property of Multiplication
The Commutative Property of Multiplication states that it does not matter which order you multiply numbers in,
that you will get the same product.
a(b) = b(a)
What does this have to do with our work with decimals and whole numbers?
When we apply the Commutative Property of Multiplication to our work with decimals and whole numbers, we can
be sure that the product will be the same regardless of whether we multiply the decimal first or the whole number
first.
4.5(7) is the same as 7(4.5)
This means that we can multiply them in whichever order we choose. Our product will remain the same.
313
4.3. Properties of Multiplication in Decimal Operations
www.ck12.org
45
7
315
Add in the decimal point.
Our answer is 31.5.
We can also apply the Commutative Property of Multiplication when we have a problem with a variable in it.
Remember that a variable is a letter used to represent an unknown.
5.6a = a5.6
Here we havent been given a value for a, but that doesnt matter.
The important thing is for you to see that it doesnt matter which order we multiply, the product will be the
same.
If we were given 3 as the value for a, what would our product be?
5.6(3)
56
3
168
Add in the decimal point.
Our answer is 16.8.
The Associative Property of Multiplication
We can also apply the Associative Property of Multiplication to our work with decimals and whole numbers.
The Associative Property of Multiplication states that it doesnt matter how you group numbers, that the product
will be the same. Remember that grouping refers to the use of parentheses or brackets.
6(3.4 2) = (6 3.4)2
We can change the grouping of the numbers and the product will remain the same.
This is also true when we have variable expressions.
5(6a) = (5 6)a
Once again, we can change the grouping of the numbers and variables, but the product will remain the same.
Look at these examples and determine which property is being illustrated.
Example A
4.5(5a) = (4.5 5)a

Solution: Associative Property of Multiplication
314
www.ck12.org
Example B
6.7(4) = 4(6.7)
Solution: The Commutative Property of Multiplication
Example C
5.4a = a5.4
Solution: The Commutative Property of Multiplication
Now back to the problem at the Science Museum.
Sarah and Kelly are having lunch at the Science Museum. They have each ordered a slice of pizza and a drink. Each
slice of pizza is $3.25 and each drink is $2.00.
"We can just multiply to figure out how much we owe. Ill go first," Sarah said.
"It doesnt matter who goes first, we both have the same things," Kelly explained.
"No we have to put the money first and then the amount," Sarah argued.
Kelly wrote this on a piece of paper.
2(5.25)
Sarah thinks the money amount must go first when you multiply. Kelly doesnt.
Who is correct?
Given the Commutative Property of Multiplication, Kelly is correct. It does not matter in which order you multiply.
The products will be the same.
2(5.25) = $10.50
This is the product. The Commutative Property of Multiplication is the answer.
Guided Practice

Which property is illustrated in this problem?
4(3.67) = (3.67)4
Answer
The only thing that changed in this problem is the order of the values being multiplied.
The Commutative Property of Multiplication is our answer.
Video Review
MEDIA
315
4.3. Properties of Multiplication in Decimal Operations

Khan Academy: Commutative Law of Multiplication
Explore More
Directions: Identify the property illustrated in each problem.

1. 4.6a = a4.6
2. (4a)(b) = 4(ab)
3. (5.5a)(c) = 5.5(ac)
4. ab = ba
5. 6ab = ab(6)
6. 6 4 = 4 6
7. 5(ab) = (5a) x b
8. 7(8x) = (7 x 8)x
9. 2xy = 2yx
10. 3(4a) = (3 x 4)a
11. 6 x 7 x 4 = 4 x 7 x 6
12. abc = cab
13. xy(az) = x(yaz)
14. abcd = dcab
15. 2a(bc) = (2a)bc
316
www.ck12.org
www.ck12.org
4.4 Expressions for the Product of a Number

and a Sum
Here youll learn to write a numerical expression for the product of a number and a sum.
Have you ever been to an Omni - Theater? Well, Kyle and his class hope to visit one at the science museum. But of
course, there are new problems to tackle with this added adventure. Take a look.
Three days before the trip, Mrs. Andersen comes running up to Kyle. She has discovered that there is an Omni
Theater at the Science Museum and they are showing a film on the Rainforest. Kyle is thrilled. He loves the Omni
Theater. However, the problem is that it will cost an additional two dollars for each of the students to attend the
showing. The Chaperones can all go for free. Can you work this out? Mrs. Andersen asks Kyle. There are fifty
dollars in our class account plus the money that you have already collected from the students. How much money
total will we need to go to both the museum and the Omni Theater?
I will handle it, Kyle says. I think we have enough money for everything. Let me figure it out.
Mrs. Andersen smiles and goes back to work. Kyle takes out a piece of paper and a pencil. He writes down the
following information.
22 students with an admission price of $8.95
22 students with an Omni Theater price of $2.00
Ah! Kyle remembers that he can use parentheses to help him out with this problem. He isnt sure how.
In this Concept, you will learn how to write numerical expressions just like the one that Kyle will need. Pay
close attention and you can help him out at the end of the Concept.
317
4.4. Expressions for the Product of a Number and a Sum
www.ck12.org
Guidance
Previously we worked on numerical expressions. So, you know that a numerical expression is a statement that has
more than one operation in it. When we write an expression, we want it to illustrate mathematical information in a
correct way. We can write expressions that contain all kinds of combinations of operations.
Today, we are going to learn about how to write an expression that involves the product of a number and a sum.
How do we write an expression that involves the product of a number and a sum?
The first thing that we need to do is to decipher these words so that we can understand what we are actually talking
about.
The product of a number we know that product means multiplication. We are going to be multiplying this number.
And a sum the word sum means addition. We are going to have a sum here. That means that we will have two
numbers that are being added together.
The tricky thing about this wording is that it talks about the product of a number AND a sum. That means that we
are going to be multiplying a number by an ENTIRE sum.
We can figure out what this looks like by first taking a number.
Lets use 5.
Then we take a sum.
Lets use 4 + 3.
Now because we want to multiply the number times the sum, we need to put the sum into parentheses.
Here is our answer.
5(4 + 3)
This is a numerical expression for the information.
Try writing a few of these on your own.
Example A
The product of three and the sum of four plus five.

Solution: 3(4 + 5)
318
www.ck12.org
Example B
The product of four and the sum of six plus seven.

Solution:4(6 + 7)
Example C
The product of nine and the sum of one plus eight.

Solution:9(1 + 8)
Now you can help Kyle. With the information given to him by his teacher, Kyle wrote down the following
information.
22 students with an admission price of $8.95
22 students with an Omni Theater price of $2.00
Ah! Kyle remembers that he can use parentheses to help him out with this problem. Here is what he finally writes.
22(8.95 + 2.00)
This is a numerical expression that makes sense for Kyle and his dilemma.
Guided Practice

Write a numerical expression for the product of 2 times the sum of 3 and 4.
Answer
Here we know that two is going to be outside the parentheses-the product of 2.
The grouping of 3 plus 4 will be inside the parentheses-this is the sum.
Here is our expression.
Our answer is 2(3 + 4).
Explore More
Directions: Write a numerical expression for each sentence.

1. The product of two and the sum of five and six.
2. The product of three and the sum of three and seven.
3. The product of five and the sum of two and three.
4. The product of four and the sum of three and five.
5. The product of seven and the sum of four and five.
6. The product of ten and the sum of five and seven.
7. The product of six and the sum of five and two.
8. The product of five and the sum of four and nine.
9. The product of thirteen and the sum of five and twelve.
10. The sum of six and seven times three.
319
4.4. Expressions for the Product of a Number and a Sum

11. The sum of eight and ten times four.
12. The sum of six and fifteen times eight.
13. The sum of four and nine times twelve.
14. The sum of three and eight times sixteen.
15. The product of eight and the sum of four and fourteen.
320
www.ck12.org
www.ck12.org
4.5 Distributive Property

Here youll learn to identify and apply the Distributive Property to evaluate numerical expressions.
Remember Kyle from the Expressions for the Product of a Number and a Sum Concept? Well, he wrote a numerical
expression for the situation at the science museum, but he didnt evaluate it, which means that he doesnt have an
answer to his teachers question about cost.
Here is what Kyle wrote.
22(8.95 + 2.00)
But there was more to the problem. Kyle also needed to figure out additional costs.
Kyle knows that there is a way to solve this with the Distributive Property, but he cant remember exactly what to
do.
In this Concept, you will learn how to use the Distributive Property to evaluate numerical expressions. Then
well revisit this problem.
Guidance
Previously we worked on how to write numerical expressions, and now you are going to learn how to evaluate those
expressions.
What does the word evaluate mean?
When we evaluate an expression, we figure out the value of that expression or the quantity of the expression.
When we evaluate expressions that have a product and a sum, we use a property called the Distributive Property.
What is the Distributive Property?
The Distributive Property is a property that is a true statement about how to multiply a number with a sum. Multiply
the number outside the parentheses with each number inside the parentheses. Then figure out the sum of those
products.
In other words, we distribute the number outside the parentheses with both of the values inside the parentheses
and find the sum of those numbers.
4(3 + 2)
To use the Distributive Property, we take the four and multiply it by both of the numbers inside the parentheses.
Then we find the sum of those products.
4(3) + 4(2)
12 + 8
20
Our answer is 20.
8(9 + 4)
321
4.5. Distributive Property
www.ck12.org
Multiply the eight times both of the numbers inside the parentheses. Then find the sum of the products.
8(9) + 8(4)
72 + 32
104
Our answer is 104.
Now it is your turn. Evaluate these expressions using the Distributive Property.
Example A
5(6 + 3)
Solution: 45
Example B
2(8 + 1)
Solution: 18
Example C
12(3 + 2)
Solution: 60
Now we can take the expression that Kyle wrote and use the Distributive Property to figure out the total
amount of money needed for the trip.
22(8.95 + 2)
22(8.95) + 22(2)
Next, we can multiply 22 by 8.95.
895
22
1790
+ 1790
196.90 this is the amount of all of the tickets.
Next, we complete the second part of the problem.
2(22) = 44
It will cost the students an additional $44.00 to attend the Omni Theater.
The good news is that there is enough money in the student account to help cover the additional costs. There are
fifty dollars in the account and the class only needs $44.00 to help cover the costs.
322
www.ck12.org
The total amount of money needed is $240.90.

Kyle gives his information to Mrs. Andersen and she is thrilled! Now the students are off to the Science Museum
and the Omni Theater!
Guided Practice

Use the distributive property to evaluate this expression.
4(9 + 2)
First, we can distribute the four and multiply it by each value in the parentheses. Then we can add.
36 + 8 = 44
This is our answer.
Video Review
MEDIA
Khan Academy The Distributive Property

This video presents the distributive property from whole numbers to more complicated algebraic expressions.
MEDIA
The Distributive Property

Explore More
Directions: Evaluate each expression using the Distributive Property.

1. 4(3 + 6)
2. 5(2 + 8)
3. 9(12 + 11)
4. 7(8 + 9)
5. 8(7 + 6)
323
4.5. Distributive Property

6. 5(12 + 8)
7. 7(9 + 4)
8. 11(2 + 9)
9. 12(12 + 4)
10. 12(9 + 8)
11. 10(9 + 7)
12. 13(2 + 3)
13. 14(8 + 6)
14. 14(9 + 4)
15. 15(5 + 7)
324
www.ck12.org
www.ck12.org
4.6 Mental Math to Evaluate Products

Here youll use mental math to evaluate products.
Have you ever had to use mental math to solve a problem? Well, sometimes it doesnt make sense to use paper and
a pencil. It is easier to use mental math.
At the Science Museum, three groups of students went into an exhibit show on lightening. Given the structure of the
seating, each group was able to sit together. There are eight students in each group, but right before the exhibit show
started three more students joined. An additional person joined each group of eight.
Here is an expression to show the groupings. What is the total?
3(8 + 1)
We could use the distributive property to solve this, but mental math is probably just as simple.
This Concept will help you to practice this skill. Then you can come back to this problem at the end of the
Concept.
Guidance
Some of you may have found that while the Distributive Property is useful, that sometimes it is easier to simply find
the products by using mental math.
Some of you may have found that you did not need to write out the distribution of the number outside of the
parentheses with the number inside of the parentheses to find the sum of the products.
The Distributive Property is a useful property, especially as you get into higher levels of mathematics like Algebra.
There it is essential, but sometimes, you can use mental math to evaluate expressions.
2(1 + 4)
Now this is a problem where you could probably add and multiply in your head.
You know that you can add what is in parentheses first, so you add one and four and get five. Then you can multiply
five times two and get a product of 10.
Our answer is 10.
When you have larger numbers, you can always use the Distributive Property to evaluate an expression. When you
have smaller numbers, you can use mental math.
Now lets practice.
Example A
4(2 + 3)
Solution: 20
Example B
6(2 + 7)
Solution: 54
325
4.6. Mental Math to Evaluate Products
www.ck12.org
Example C
5(2 + 6)
Solution: 40
Ready to use mental math? Here is the original problem once again.
At the Science Museum, three groups of students went into an exhibit show on lightening. Given the structure of the
seating, each group was able to sit together. There are eight students in each group, but right before the exhibit show
started three more students joined. An additional person joined each group of eight.
Here is an expression to show the groupings. What is the total?
3(8 + 1)
We could use the distributive property to solve this, but mental math is probably just as simple.
Using mental math, our answer is 27.
Guided Practice

Use mental math to solve this problem.
12(8 + 1)
Using mental math, our solution is 108.
Video Review
MEDIA

Explore More
Directions: Use mental math to evaluate the following expressions.

1. 2(1 + 3)
2. 3(2 + 3)
3. 3(2 + 2)
4. 4(5 + 1)
5. 5(3 + 4)
6. 2(9 + 1)
7. 3(8 + 2)
326
www.ck12.org
8. 4(3 + 2)
9. 5(6 + 2)
10. 7(3 + 5)
11. 8(2 + 4)
12. 9(3 + 5)
13. 8(3 + 2)
14. 9(10 + 2)
15. 7(9 + 2)
16. 9(7 + 1)
17. 12(8 + 2)
18. 12(9 + 3)
327
4.7. Distributive Property to Evaluate Formulas with Decimals
www.ck12.org
4.7 Distributive Property to Evaluate Formulas

with Decimals
Here youll learn to use the Distributive Property to evaluate formulas using decimal quantities.
Have you ever had to use a formula to figure something out? Well sometimes when you work with properties, it is
necessary.
Lets say that you had a rectangle that was half as large as this one. That would mean that the side lengths of the
rectangle would be 6 inches and 3.5 inches.
Now what if you had two of them? What would be the area of the two rectangles?
2(6 x 3.5)
Do you know how to figure this out?
This Concept is about the distributive property and formulas. By the end of it, you will know how to tackle
this problem.
Guidance
We can also use and apply the Distributive Property when working with a formula. Lets think about the formula for
finding the area of a rectangle.
We know that the area of a rectangle can be found by using the formula:
A = lw(length width)
For this example, we would multiply 12 times 4 and get an area of 48 square inches.
328
www.ck12.org
How can we find the area of both of these rectangles?

You can see that they have the same width. The width is four and a half inches. However, there are two lengths.
We need to find the product of a number and a sum.
A = 4.5(12 + 7)
Now we can use the Distributive Property to find the area of these two rectangles.
A = 4.5(12) + 4.5(7)
A = 54 + 31.5
A = 85.5 square inches
Notice that we used what we have already learned about multiplying decimals and whole numbers with the
Distributive Property. When we distributed 4.5 with each length, we were able to find the sum of the products.
This gives us the area of the two rectangles.
Use what you have learned to answer these questions about formulas, area and the distributive property.
Example A
What is the formula for finding the area of a square?

Solution: A = s^2
Example B
Which property is being illustrated: 4(a + b) = 4a + 4b

Solution: The Distributive Property
Example C
What is the formula for finding the area of a rectangle?

Solution: A = length x width
Remember the rectangle from the beginning of the Concept? Now you are ready to work on that problem. Take a
look.
329
4.7. Distributive Property to Evaluate Formulas with Decimals
www.ck12.org
Lets say that you had a rectangle that was half as large as this one. That would mean that the side lengths of the
rectangle would be 6 inches and 3.5 inches.
Now what if you had two of them? What would be the area of the two rectangles?
2(6 x 3.5)
To figure this out, we have to multiply the value outside the parentheses by both values inside the parentheses.
2(6) 2(3.5)
12 7 = 84
The area of the two rectangles is 84 square inches.
Guided Practice
Use the Distributive Property to find the area of the rectangles.

Answer
First, we can write an expression to solve it.
A = 2.5(10 + 4)
Next, we can solve it.
A = 2.5(14)
A = 35
The area of the two rectangles is 35mm2 .
330
www.ck12.org
Video Review
MEDIA
MEDIA
Khan Academy: Area and Perimeter

Explore More
Directions: Practice using the Distributive Property to solve each problem.

1. 3.2(4 + 7)
2. 2.5(6 + 8)
3. 1.5(2 + 3)
4. 3.1(4 + 15)
5. 6.5(2 + 9)
6. 7.5(2 + 3)
7. 8.2(9 + 3)
8. 4(5.5 + 9)
9. 5(3.5 + 7)
10. 2(4.5 + 5)
11. 3.5(2.5 + 3)
12. 2.5(9 + 1.5)
13. 3.2(7 + 8.3)
14. 1.5(8.9 + 2.5)
15. 3.5(2.5 + 8.2)
331
4.8. Area Models for Decimal Multiplication
www.ck12.org
4.8 Area Models for Decimal Multiplication

Here youll learn how to multiply decimals with other decimals by using area models.
Have you ever tried to measure a room? Take a look at this dilemma.
Kevin needs to figure out the area of a room. This would normally be a simple project, except that the length and
width of the room have decimals in them.
The length of the room is 9.5 feet.
The width of the room is 8.5 feet.
Kevin has to figure out the area.
He knows that the formula for area is A = lw.
He writes the following problem.
A = (8.5)(9.5)
Now he is stuck. Do you know what to do?
In this Concept, you will learn how to find the area of a room that has decimal measurements. Then you will
be ready to help Kevin with this dilemma.
Guidance
Sometimes in life, you will need to multiply a decimal by another decimal. Previously we worked on how to multiply
a decimal and a whole number. In this Concept, you will learn how to multiply a decimal with another decimal.
Lets start by thinking of a decimal in terms of a picture. We can use a hundreds grid to represent the hundredths of
a decimal.
0.3 = 0.30 = 30 hundredths
Shade 30 squares green because we are looking at 30 out of 100 or 30 hundredths.
Lets say that that is our first decimal. We are going to multiply it with another decimal. Lets say that we are going
332
www.ck12.org
to multiply .30 .40. Here is a visual picture of what .40 or 40 hundredths looks like.
0.4 = 0.40 = 40 hundredths
Shade 40 squares yellow.
Now we have two visuals of the decimals that we are multiplying. If we put them both together, then we can see
what it would look like to multiply these two decimals together.
Notice that the overlapping part is the product of this problem.

Our answer is .12 or 12 hundredths.
You can also use an area model to find a solution. Because the formula for area uses multiplication, if there are
decimals in your problem, then you will be multiplying decimals to find a solution.
Take a look at this situation.
Jesus wants to put new carpeting down in his bedroom. He measured out the length of the room and found that it
was 12 12 feet long. The width of the room is 9 12 feet long. Given these dimensions, how many square feet of carpet
will Jesus need?
This is a problem that almost everyone will need to solve at one time or another. Whether you are a student
redecorating, a college student fixing up a dorm room or an adult remodeling or redesigning a home.
To start with, lets draw a picture of Jesus room.
333
www.ck12.org
We use the formula for finding the area of a rectangle when solving this problem.
A = lw (length width)
Next, we can substitute our given dimensions into this formula.
A = (12.5)(9.5)
We multiply as if these measurements were whole numbers and then add in the decimal point.
12.5
9.5
625
+ 11250
11875
Our final step is to insert the decimal point two decimal places.
Our answer is 118.75 square feet.
Now lets practice with a few examples. You can draw hundreds grids to find your solutions.
Example A
Solution: 21.75 square feet

334
www.ck12.org
Example B
Solution: 37.26 square mm

Example C
The length of a room is 12.5 feet and the width is 4.3 feet. What is the area of the room?
Solution: 53.75 square feet
Now back to Kevin and the room measurements. Here is the original problem once again.
Kevin needs to figure out the area of a room. This would normally be a simple project, except that the length and
width of the room have decimals in them.
The length of the room is 9.5 feet.
The width of the room is 8.5 feet.
Kevin has to figure out the area.
He knows that the formula for area is A = lw.
He writes the following problem.
A = (8.5)(9.5)
To solve this problem, Kevin has to multiply. We multiply these two values just like they were whole numbers. Then
we can insert the decimal point.
A = 80.75 square feet
This is our answer.
Guided Practice

Aaron is trying to buy a new carpet for his back deck. The deck measures 12.9 feet by 8.4 feet. Aaron knows that he
has to find the area of the deck before he can purchase the carpet.
How can he do this? What is the area of the deck?
Answer
To figure out the area of the deck, Aaron will need to use the formula for area.
A = lw
Next, we can substitute the given values into the formula for length and width.
A = (12.9)(8.4)
Now we multiply.
335
www.ck12.org
A = 108.36
The area of Aarons room is 108.36 square feet. Aaron will probably want to order it a little larger to be sure that he
has enough.
This is our answer.
Video Review
Here is a video for review.
MEDIA
James Sousa Multiplying Decimals
Explore More
Directions: Find the area of the following rectangles. You may round to the nearest hundredth.
1.
2.
3.
336
www.ck12.org
4.
5.
6. 12.5 ft x 11.9 ft
7. 6.5 in x 3.5 in
8. 12.3 m x 9.5 m
9. 16.2 mm x 12.5 mm
10. 85.25 ft x 29.5 ft
11. 102.75 m x 85.5 m
12. 109.5 m x 100.2 m
13. 75.25 m x 65.75 m
14. 189.5 m x 120.75 m
15. 203.25 ft x 150.75 ft
337
4.9. Decimal Multiplication
www.ck12.org
4.9 Decimal Multiplication

Here youll learn how to figure out where to put the decimal point in a product when you multiply decimals.
Have you ever seen a dinosaur exhibit?
When the students in Mrs. Andersens class arrive at the Science Museum, Kara is very excited to learn that there
is a dinosaur exhibit. In fact, it is a famous dinosaur exhibit. A set of dinosaur bones from a triceratops has been
reconstructed and is on display. Kara cant wait to get to see it. She has a feeling that this is going to be her favorite
part of the museum. Several other students are equally excited, so Mrs. Andersen and the chaperones decide to go to
the exhibit first and the split up into groups. When Kara walks in, she is delighted. There before her eyes is a huge
skeleton of a triceratops. After visiting the exhibit for a while, the students begin to move on. Mrs. Andersen sees
Kara hesitate before leaving the exhibit. She walks over to her.
Imagine, that dinosaur is about 4 and a half times as long as you are! Mrs. Andersen smiles. The students exit
the exhibit hall, but Kara pauses at the door. She has to think about this. In all of her excitement she forgot to find
the information that actually says how long the triceratops actually is. Mrs. Andersens words stay with her, the
dinosaur is 4 21 times as long as you are. Kara knows that she is 5 14 feet tall. If the dinosaur is 4 12 times as long as
she is, how long is the dinosaur? While Mrs. Andersen and the chaperones start to split up the students, Kara begins
working some quick math on the back of her museum map.
She writes down the following figures.
5.25 4.5 = ______
If Kara multiplies these numbers correctly, she will be able to figure out how long the triceratops is.
How long is he?
In this Concept you will learn all about multiplying decimals. When finished, you will know the length of the
triceratops.
Guidance
Sometimes, you will want to multiply two decimals without using a hundreds grid. You will want to use a method
that is more efficient.
338
www.ck12.org
How can we multiply two decimals without using a hundreds grid?

One of the ways that we can do it is to work on it just like we did when we multiplied decimals and whole numbers
together.
First, we ignored the decimal point and multiplied just like it was two whole numbers that we were multiplying.
Second, we counted our decimal places and inserted the decimal into the product when we had finished
multiplying.
We can approach two decimal multiplication in the same way.
1.3 .24 = ______
To work on this problem, lets start by writing it vertically instead of horizontally. Then we multiply.
Take a look at this problem.
1.3
.24
52
+ 260
312
Now that we have finished the other steps, our final step is to put the decimal point in the correct spot. To do this,
we need to count the decimal places in each number from right to left. The first number has one decimal place.
1.3
The second number has two decimal places.
.24
This is a total of three decimal places that need to be placed into the product.
Our final answer is .312.
How can we confirm our answer by using estimation?
When we multiply two decimals, sometimes we can use estimation to check our work.
4.7 2.1 = ______
We can start by rounding each decimal to the nearest whole number.
4.7 rounds to 5.
2.1 rounds to 2.
Next, we multiply 5 2 = 10.
Our answer is around 10.
Now lets figure out our actual answer and see if our estimate is reasonable.
339
www.ck12.org
4.7
2.1
47
+ 940
9.87
Our answer is 9.87.
We can see that our estimate is reasonable because 9.87 is very close to 10.
Now it is your turn. Multiply the following decimals.
Example A
3.1 4.9 = _____

Solution: 15.19
Example B
1.2 5.1 = _____

Solution: 6.12
Example C
3.2 6.7 = _____

Solution: 21.44
Now that you have learned all about multiplying decimals, lets help Kara figure out the height of the triceratops.
Here is the problem once again.
When the students in Mrs. Andersens class arrive at the Science Museum, Kara is very excited to learn that there
is a dinosaur exhibit. In fact, it is a famous dinosaur exhibit. A set of dinosaur bones from a triceratops has been
reconstructed and is on display. Kara cant wait to get to see it. She has a feeling that this is going to be her favorite
part of the museum. Several other students are equally excited, so Mrs. Andersen and the chaperones decide to go
to the exhibit first and the split up into groups. When Kara walks in she is delighted. There before her eyes is a huge
skeleton of a triceratops. After visiting the exhibit for a while, the students begin to move on. Mrs. Andersen sees
Kara hesitate before leaving the exhibit. She walks over to her. Imagine, that dinosaur is about 4 and a half times
as long as you are! Mrs. Andersen smiles.
The students exit the exhibit hall, but Kara pauses at the door. She has to think about this. In all of her excitement
she forgot to find the information that actually says how tall the triceratops actually is.
Mrs. Andersens words stay with her, the dinosaur is 4 21 times as long as you are.
Kara knows that she is 5 14 feet tall. If the dinosaur is 4 12 times as long as she is, how long is the dinosaur?
While Mrs. Andersen and the chaperones start to split up the students, Kara begins working some quick math on the
back of her museum map.
She writes down the following figures.
5.25 4.5 = ______
340
www.ck12.org
Lets work on figuring out the height of the triceratops.

First, lets estimate the product.
5.25 rounds down to 5.
4.5 rounds up to 5.
5 5 is 25 feet tall.
The triceratops is approximately 25 feet long.
Now lets figure out its actual height.
5.25
4.5
2625
+ 21000
23625
Next, we add in the decimal point.
The triceratops is 23.6 feet long. He is a little longer than 23 and one-half feet.
Wow! That is one big dinosaur!!
Guided Practice

134 .567 = ______
Answer
This problem is going to have several steps to it because we are multiplying decimals that are in the thousandths
place. That is alright though. We can do the same thing that we did with larger decimals. We can multiply the
numbers as if they were whole numbers and then insert the decimal point at the end into the final product.
Lets start by rewriting the problem vertically instead of horizontally.
.134
.567
938
8040
+ 67000
75978
Wow! There are a lot of digits in that number-now we need to put the decimal point into the product. There are three
decimal places in the first number .134. There are three decimal places in the second number .567.
We need to count six decimal places from right to left in the product.
341
www.ck12.org
When this happens, we can add a zero in front of the digits to create the sixth place.
.075978
Video Review
MEDIA
James Sousa Multiplying Decimals
MEDIA
Khan Academy Multiplication 8
MEDIA
342
www.ck12.org
James Sousa Example of Multiplying Decimals
MEDIA
James Sousa Another Example of Multiplying Decimals

Explore More
Directions: Multiply the following decimals.

1. 4.3 .12 = ______
2. 2.3 3.4 = ______
3. .34 .56 = ______
4. 2.7 3.2 = ______
5. 6.5 2.7 = ______
6. .23 .56 = ______
7. 1.23 .4 = ______
8. .5 .76 = ______
9. .23 .8 = ______
10. 3.45 1.23 = ______
11. 1.45 .23 = ______
12. .89 .9 = ______
13. .245 .8 = ______
14. 34.5 .7 = ______
15. 18.7 .9 = ______
16. 22.3 .76 = ______
17. 21.7 .4 = ______
18. 14.5 .68 = ______
19. 20.1 .3 = ______
20. 34.23 .18 = ______
21. .189 .9 = ______
22. .341 .123 = ______
23. .451 .12 = ______
24. .768 .123 = ______
25. .76 .899 = ______
343
4.10. Division of Decimals by Whole Numbers
www.ck12.org
4.10 Division of Decimals by Whole Numbers

Here youll learn to divide decimals by whole numbers.
Have you ever tried to divide change up between two or more people? Take a look at what happened at the science
museum.
When the students in Mrs. Andersens class came out of the dinosaur exhibit, Sara, one of the people who works
at the museum, came rushing up to her. Hello Mrs. Andersen, we have some change for you. You gave us too
much money, because today we have a discount for all students. Here is $35.20 for your change, Sara handed Mrs.
Andersen the money and walked away. Mrs. Andersen looked at the change in her hand. Each student is due to
receive some change given the student discount. Mrs. Andersen tells Kyle about the change. Kyle takes out a piece
of paper and begins to work.
If 22 students are on the trip, how much change should each student receive?
In this Concept you will learn about dividing decimals by whole numbers. When finished with this Concept,
you will know how much change each student should receive.
Guidance
To divide means to split up into equal parts.

You have learned how to divide whole numbers in an earlier Concept.
Now we are going to learn how to divide decimals by whole numbers.
When we divide a decimal by a whole number, we are looking at taking that decimal and splitting it up into sections.
4.64 2 = ______
The first thing that we need to figure out when working with a problem like this is which number is being divided by
which number. In this problem, the two is the divisor. Remember that the divisor goes outside of the division box.
The dividend is the value that goes inside the division box. It is the number that you are actually dividing.
2)4.64
We want to divide this decimal into two parts. We can complete this division by thinking of this problem as whole
number division. We divide the two into each number and then we will insert the decimal point when finished. Here
is our problem.
232
2)4.64
344
www.ck12.org
Finally, we can insert the decimal point into the quotient. We do this by bringing up the decimal point from its place
in the division box right into the quotient. See the arrow in this example to understand it better, and here are the
numbers for each step of the division.
2.32
2)4.64
4
06
6
04
Our answer is 2.32.
As long as you think of dividing decimals by whole numbers as the same thing as dividing by whole numbers
it becomes a lot less complicated.
Here are a few for you to try. Find each quotient.
Example A
36.48 12
Solution: 3.04
Example B
2.46 3
Solution: .82
Example C
11.5 5
Solution: 2.3
Always remember to notice the position of the decimal point in the dividend and bring it up into the quotient.
Now that you have learned about dividing decimals by whole numbers, we are ready to help Kyle figure out the
change from the science museum. Here is the original problem once again.
When the students in Mrs. Andersens class came out of the dinosaur exhibit, Sara, one of the people who works
at the museum, came rushing up to her. Hello Mrs. Andersen, we have some change for you. You gave us too
much money because today we have a discount for all students. Here is $35.20 for your change, Sara handed Mrs.
Andersen the money and walked away. Mrs. Andersen looked at the change in her hand. Each student is due to
345
4.10. Division of Decimals by Whole Numbers
www.ck12.org
receive some change given the student discount. Mrs. Andersen tells Kyle about the change. Kyle takes out a piece
of paper and begins to work. If 22 students are on the trip, how much change should each student receive?
Now that we know about dividing decimals and whole numbers, this problem becomes a lot easier to solve.
Our divisor is the number of students, that is 22.
Our dividend is the amount of change = 35.20.
1.60
22)35.20
22
132
132
0
Kyle shows his work to Mrs. Andersen, who then hands out $1.60 to each student.
Guided Practice

66.3 3
Answer
22.1
This is our answer.
Video Review
MEDIA
James Sousa Example of Dividing a Decimal by a Whole Number

Explore More
Directions: Divide each decimal by each whole number.

1. 36.48 2
2. 5.4 3
3. 14.16 6
4. 18.63 3
346
www.ck12.org
5. 11.6 4
6. 11.26 2
7. 27.6 4
8. 18.5 5
9. 49.2 4
10. 27.09 7
11. 114.4 8
12. 325.8 9
13. 107.6 8
14. 115.7 5
15. 192.6 6
347
4.11. Decimal Quotients Using Zero Placeholders
www.ck12.org
4.11 Decimal Quotients Using Zero Placeholders

Here youll learn how to find decimal quotients using zero placeholders.
Remember how Mrs. Andersen had to give out change in the Division of Decimals by Whole Numbers Concept?
Well, she isnt finished yet. Take a look.
When Mrs. Andersen got back to the bus, she found that the museum clerk had given her an additional 11 dollars in
change. This 11 dollars would need to be distributed between the students. Since 22 students went on the trip, Mrs.
Andersen would need to give some change to everyone.
"Its a good thing that she gave me a lot of change," Mrs. Andersen thought to herself.
How much of the 11 dollars should each of the 22 students receive?
You have been learning how to divide decimals. Now you are going to learn how to divide decimals when you need
zero placeholders.
This Concept will teach you all that you need to know. Then you will be able to help Mrs. Anderson divide up
the money.
Guidance
Previously we worked on how to divide a decimal by a whole number. Remember here that the divisor is the whole
number which goes outside of the division box and the dividend is the decimal that goes inside of the division box.
The problems in the last Concept were evenly divisible by their divisors. This means that at the end there
wasnt a remainder.
How do we divide decimals by whole numbers when there is a remainder?
14.9 5 = ______
The first thing that we can do is to set up this problem in a division box. The five is the divisor and the 14.9 is the
dividend.
5)14.9
Next we start our division. Five goes into fourteen twice, with four left over. Then we bring down the 9. Five goes
into 49, 9 times with four left over. Before you learned about decimals, that 4 would just be a remainder.
348
www.ck12.org
2.9
5)14.9 r 4
10
49
45
4
However, when we work with decimals, we dont want to have a remainder. We can use a zero as a placeholder.
Here, we can add a zero to the dividend and then see if we can finish the division. We add a zero and combine that
with the four so we have 40. Five divides into forty eight times. Here is what that would look like.
2.98
5)14.90
10
49
45
40
40
0
Our final answer is 2.98.
When working with decimals, you always want to add zeros as placeholders so that you can be sure that the
decimal is as accurate as it can be. Remember that a decimal shows a part of a whole. We can make that part
as specific as necessary.
Try a few of these on your own. Be sure to add zero placeholders as needed.
Example A
13.95 6 = _____
Solution: 2.325
Example B
2.5 2 = _____
Solution: 1.25
Example C
1.66 4 = _____
Solution: .415
Now that you know how to work with zero placeholders, lets go back to Mrs. Andersen and the change. Here is the
original problem once again.
349
4.11. Decimal Quotients Using Zero Placeholders
www.ck12.org
When Mrs. Andersen got back to the bus, she found that the museum clerk had given her an additional 11 dollars in
change. This 11 dollars would need to be distributed between the students. Since 22 students went on the trip, Mrs.
Andersen would need to give some change to everyone.
"Its a good thing that she gave me a lot of change," Mrs. Andersen thought to herself.
How much of the 11 dollars should each of the 22 students receive?
To figure this out, we must first set up the math problem.
11 22 =_____
Now we divide 11 by 22.
22)11
.50
22)11.00
You can see that we had to add a decimal point and two zeros.
Each student will receive .50 change.
Guided Practice

Divide the following numbers.
38
Answer
To divide 3 by 8, we have to add a decimal point and a zero right away. Here is how we can rewrite the problem.
3.0 8
Now we can divide. Well need to add two more zeros.
Video Review
350
www.ck12.org
MEDIA
Khan Academy Dividing Decimals 2

Explore More
Directions: Divide each decimal by each whole number. Add zero placeholders when necessary.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
5)17.5
8)20.8
4)12.8
2)11.2
4)14.4
5)27.5
6)13.8
7)16.8
7)23.1
6)54.6
8)41.6
9)86.4
10)52
10)67
11)57.2
10)96
8)75.2
9)32.4
12)38.4
12)78
351
4.12. Decimal Rounding and Division
www.ck12.org
4.12 Decimal Rounding and Division

Here youll learn how to divide and round decimals.
Have you ever had to divide a very small decimal? It can be tricky business.
Lets say you have the following decimal.
.9873429 8
What would the quotient be? Can you round this to the nearest thousandth?
This Concept is all about dividing and rounding decimals. By the end of it, you will know how to accomplish
this task.
Guidance
You have learned how to divide decimals by whole numbers and how to use zero placeholders to find the most
accurate decimal quotient. We can also take a decimal quotient and round it to a specific place. Lets say we have a
decimal like this one.
.3456210
Wow! That is a mighty long decimal. It is so long that it is difficult to decipher the value of the decimal.
If we were to round the decimal to the thousandths place, that would make the size of the decimal a lot easier
to understand.
.3456210 Five is in the thousandths place. The number after it is a six, so we round up.
.346
Our answer is .346.
Now lets try it with an example. Divide and round this decimal quotient to the nearest ten-thousandth.
352
www.ck12.org
1.26484 4 = ______
Use a piece of paper to complete this division.
Now we want to round to the nearest ten-thousandth.
.31621 Two is in the ten-thousandths place. The number after this is a one so our two does not round up.
Now its time for you to practice. Divide these decimals and whole numbers and then round each to the nearest
thousandth.
Example A
.51296 2 = _____
Solution: .256
Example B
10.0767 3 = _____
Solution: 3.359
Example C
.48684 2
Solution: .243
Have you ever had to divide a very small decimal? It can be tricky business. Lets say you have the following
decimal.
.9873429 8
What would the quotient be? Can you round this to the nearest thousandth?
First we divide the decimal by 8.
.1234178
This is the quotient.
Now to get a better sense of this decimal, we can round it to the nearest thousandth. To do this, we look at the value
to the right of the thousandths place. It is a 4.
So, we round up.
.123
This is our answer.
Guided Practice

Divide the following and then round the quotient to the nearest thousandth.
353
4.12. Decimal Rounding and Division
www.ck12.org
.45622 4
Answer
To do this, we simply divide. Here is the quotient.
.114055
Next, we round to the nearest thousandth.
The 4 is in the thousandths place. Because the digit to the right of the 4 is a zero, we dont round up.
Our answer is .114.
Video Review
MEDIA
Khan Academy Dividing Decimals 2
MEDIA
James Sousa Example of Dividing a Decimal by a Whole Number

Explore More
Directions: Divide and round each quotient to the nearest thousandth.

1. .54686 2
2. .84684 2
3. .154586 2
4. .34689 3
5. .994683 3
6. .154685 5
7. .546860 5
8. .25465 5
9. .789003 3
10. .18905 5
354
www.ck12.org
11. .27799 9
12. .354680 10
13. .454686 6
14. .954542 2
15. .8546812 4
355
4.13. Mental Math to Multiply by Whole Number Powers of Ten
www.ck12.org
4.13 Mental Math to Multiply by Whole Number

Powers of Ten
Here youll learn how to use mental math to multiply by whole number powers of ten.
Have you ever been curious about the size of different planets in space? At the science museum, Kailey and Aron
are very interested in learning more about just these types of things.
Kailey and Aron are very interested in Astronomy, so they were very excited when their group reached the Astronomy exhibit. Aron is particularly interested in how fast you can travel from the earth to the moon and to other
planets. He found an interactive activity on figuring this out and was very excited. Kailey gravitated over to an
interactive exhibit about the earth. In this exhibit, the students are required to figure out what would happen if the
size of the earth were increased or decreased. The diameter of the earth is 12,756.3 km. As Kailey starts to work on
the activity, she starts off with the first question.
What would the diameter of the earth be if it were ten times as large?
As Kailey starts to think about this question, she realizes that she is going to need to multiply a very large number
by ten. She is sure that she can do it in her head, but isnt sure how.
Do you know?
In this Concept, you will learn how complete problems just like this one.
Guidance
This Concept involves a lot of mental math, so try to work without a piece of paper and a pencil as we go through
this. You have already learned how to multiply decimals by whole numbers, however, there is a pattern that you can
follow when you multiply decimals by whole number powers of ten.
What is the pattern when I multiply decimals by whole number powers of ten?
356
www.ck12.org
3.4 10 = 34
3.45 100 = 345
.367 10 = 3.67
.45 1000 = 450
If you look carefully you will see that we move the decimal point to the right when we multiply by multiples
of ten.
How many places do we move the decimal point?
That depends on the base ten number. An easy way to think about it is that you move the decimal point the
same number of places as there are zeros.
If you look at the first example, ten has one zero and the decimal point moved one place to the right. In the second
example, one hundred has two zeros and the decimal point moved two places to the right.
You get the idea.
Now it is your turn to practice. Use mental math to multiply each decimal and multiple of ten.
Example A
.23 10 = _____
Solution: 2.3
Example B
34.567 100 = _____

Solution: 3456.7
Example C
127.3 10 = _____
Solution: 1,273
Now that you understand multiplying by powers of ten, you can start by helping Kailey answer her questions. To
figure out the diameter or the distance across the earth, Kailey has to use multiplication and division by powers of
ten.
She knows that the diameter of the earth is 12,756.3 km. If it were 10 times as large, she would multiply this number
by 10. Remember that when you multiply by a whole number power of ten, you move the decimal point one place
to the right.
12,756.3 10 = 127,563 km
Wow! That is some difference in size!
Guided Practice

357
4.13. Mental Math to Multiply by Whole Number Powers of Ten

4.567 1000 = _____
Answer
We are going to multiply by 1000, so we move the decimal point three places to the right.
Our answer is 4, 567.
Video Review
MEDIA
James Sousa: Multiplying by Powers of Ten

Explore More
Directions: Use mental math to multiply each decimal by a whole number power of ten.
1. 3.4 10 = ______
2. 3.45 100 = ______
3. .56 10 = ______
4. 1.234 1000 = ______
5. 87.9 100 = ______
6. 98.32 10 = ______
7. 7.2 1000 = ______
8. 12.5 10 = ______
9. 18.91 10 = ______
10. 16.57 10 = ______
11. 3.44 100 = ______
12. .3467 100 = ______
13. 7.89 100 = ______
14. .3402 1000 = ______
15. .0123 100 = ______
16. .003456 1000 = ______
17. .89761 1000 = ______
358
www.ck12.org
www.ck12.org
4.14 Mental Math to Multiply by Decimal Powers

of Ten
Here youll learn how to multiply by decimal powers of ten.
Have you ever thought about asteroids?
Aron is learning all about them at the science museum. In this activity, Aron is asked to think about what would
happen to the other planets and celestial bodies if the earth were the size of a marble. He finds out that the asteroid
Ceres would only be 2.9 102 . Here is his question.
If the asteroid Ceres were 2.9 102 , what size would that be as a decimal?
Aron is puzzled, he knows that he will need to multiply something, but isnt sure how to do it.
In this Concept, you will learn all about how to multiply by decimal powers of ten. Then you will be able to
understand Arons dilemma and how to solve it.
Guidance
Previously we worked on how to use mental math to multiply by whole number powers of ten. Well, you will find
that we can do the same thing with decimal powers of ten.
How does this happen when you multiply a decimal by a decimal power of ten? What changes?
When multiplying by a power of ten, we moved the decimal point to the right the same number of zeros as there was
in the power of ten.
100 = move the decimal to the right two places.
When we have what appears to be a power of ten after a decimal point, we only move the decimal one place
to the left.
Why?
.10, .100, .1000 appear to all be powers of ten, but they are actually all the same number. We can keep adding zeros
in a decimal, but they still are all the same. They all equal .10.
Therefore, if you see a .1 with zeros after it, you still move the decimal point one place to the left, no matter
how many zeros there are.
.10 4.5 = .45

.100 4.5 = .45
Try a few on your own. Find each product.
Example A
.10 6.7 = _____

Solution: .67
359
4.14. Mental Math to Multiply by Decimal Powers of Ten
www.ck12.org
Example B
.100 .45 = _____

Solution: .045
Example C
.10 213.5 = _____

Solution: 21.35
Now lets go back to Aron. His problem involves scientific notation. Scientific notation is a something that you will
learn about in another Concept, but for now, you can use what you have just learned about multiplying by decimals
powers of ten to help Aron solve his dilemma. Here is his question once again.
If the asteroid Ceres were 2.9 102 , what size would that be as a decimal?
Remember that the negative 2 exponent tells us how many places to move the decimal point to the left.
2.9 102 = .029

This is the solution.
Guided Practice

.100 6.734 = _____
Answer
To solve this problem, we have to move the decimal point two places to the left. We do this because we are
multiplying 6.734 times a decimal power of ten.
The answer is .6734.
Video Review
MEDIA
James Sousa: Multiplying by Powers of Ten
360
www.ck12.org
MEDIA
James Sousa: Scientific Notation

Explore More
Directions: Use mental math to multiply each decimal by a decimal power of ten.
1. 3.2 .10 = ______
2. .678 .100 = ______
3. 2.123 .10 = ______
4. .890 .1000 = ______
5. 5 .10 = ______
6. 7.7 .100 = ______
7. 12 .10 = ______
8. 456.8 .100 = ______
9. .8 .100 = ______
10. 4.56 .10 = ______
11. 8.678 .100 = ______
12. 16.608 .100 = ______
13. 22.689 .10 = ______
14. 13.678 .1000 = ______
15. 45 .1000 = ______
16. 891 .100 = ______
361
4.15. Mental Math to Divide by Whole Number Powers of Ten
www.ck12.org
4.15 Mental Math to Divide by Whole Number

Powers of Ten
Here youll learn how to divide by whole number powers of ten.
Do you remember Kailey and the astronomy question about earth? This was presented in Mental Math to Multiply
by Whole Number Powers of Ten Concept. When Kailey finished with her first astronomy dilemma, she was on to
the next one. This one is going to involve dividing by whole number powers of ten. Take a look.
What would the diameter of the earth be if it were 100 times smaller?
The diameter of the earth is 12,756.3 km. Kailey knows that she will need to divide, and she thinks that she can use
mental math to do it. Do you think that she is right? Pay close attention during this Concept and you will understand
how Kailey can solve this problem.
Guidance
Previously we worked on how to use mental math when multiplying, you can use mental math to divide by whole
number powers of ten too.
See if you can see the pattern.
2.5 10 = .25
2.5 100 = .025
2.5 1000 = .0025
What is the pattern?
When you divide by a power of ten, you move the decimal point to the left according to the number of zeros
that are in the power of ten that you are dividing by.
Once you have learned and memorized this rule, you will be able to divide using mental math.
362
www.ck12.org
Notice that division is the opposite of multiplication. When we multiplied by a power of ten we moved the decimal
point to the right. When we divide by a power of ten, we move the decimal point to the left.
Now it is your turn to practice. Use mental math to divide the following decimals by using powers of ten.
Example A
4.5 10 = _____
Solution: .45
Example B
.678 1000 = _____

Solution: .00678
Example C
87.4 100 = _____

Solution: .874
Now you are ready to help Kailey with her problem about shrinking the earth.
Kaileys question asks if what the diameter of the earth would be if it were 100 times smaller. To complete this
problem, Kailey needs to divide the diameter of the earth by 100. She will move the decimal point two places to the
left.
12,756.3 100 = 127.563
Wow! The earth went from being in the ten-thousands to being in the hundreds. Think about how much
smaller that is!
Guided Practice

67.89 1000 = _____
Answer
To divide by a power of ten, we will need to move the decimal point in the dividend. Here we are dividing by 1000,
so we move the decimal point three places to the left.
Video Review
363
4.15. Mental Math to Divide by Whole Number Powers of Ten
MEDIA
James Sousa Dividing by Powers of Ten

Explore More
Directions: Use mental math to divide each decimal by a power of ten.

1. 3.4 10 = ______
2. .67 10 = _____
3. 8.91 10 = _____
4. 12.34 10 = _____
5. 67.89 10 = _____
6. 67.89 100 = ______
7. 32.10 100 = ______
8. .568 100 = _____
9. 45 100 = ______
10. 235 100 = ______
11. 67.9 1000 = _____
12. 4.545 1000 = _____
13. .457 1000 = _____
14. 44.57 1000 = _____
15. 1234.5 1000 = _____
364
www.ck12.org
www.ck12.org
4.16 Mental Math to Divide by Decimal Powers of

Ten
Here youll learn how to divide by decimal powers of ten.
Have you ever had to do math homework on the bus? Well it isnt the best place for it, but Kelsey is trying to do just
that. Take a look.
On the morning after the trip to the museum, Kelsey realized that she had forgotten to do her math homework. She
took out her math notebook on the bus. Everything was going fine until she saw this problem.
.3456 .1000
Kelsey isnt sure how to solve this problem, but she is sure that she can solve it in her head. Do you know?
This Concept will teach you how to use mental math to divide by decimal powers of ten. Then well come
back to the homework.
Guidance
You have already learned how to multiply by what appears to be a power of ten after a decimal place. Remember
that all powers of ten that you see written to the right of a decimal point are equal.
.10 = .100 = .1000 = .10000
When we multiply by this power of ten to the right a decimal point, we move the decimal point one place to
the left.
When we divide by a power of ten to the right a decimal point, we are going to move the decimal point one
place to the right.
If you think about this it makes perfect sense. The powers of ten written to the right of a decimal point are all equal.
It doesnt matter if you are multiplying or dividing by .10 or .100 or .1000. Division is the opposite of multiplication
so you move the decimal point one place to the right.
5.2 .10 = 52
5.2 .100 = 52
5.2 .1000 = 52
365
4.16. Mental Math to Divide by Decimal Powers of Ten
www.ck12.org
Once you have learned the rule, you can use mental math to complete the division of decimals by a power of
ten.
Practice using mental math to divide these decimals.
Example A
.67 .10 = _____

Solution: 6.7
Example B
12.3 .100 = _____

Solution: 123
Example C
4.567 .1000 = _____

Solution: 45.67
Now back to the math homework. Here is the original problem once again.
On the morning after the trip to the museum, Kelsey realized that she had forgotten to do her math homework. She
took out her math notebook on the bus. Everything was going fine until she saw this problem.
.3456 .1000
Kelsey isnt sure how to solve this problem, but she is sure that she can solve it in her head.
Kelsey is right. She can solve it by simply moving the decimal point.
.3456 .1000 = 3.456
This is the answer.
Guided Practice

.7893 .1000 = _____
Answer
To complete this problem, we move the decimal point one place to the right.
366
www.ck12.org
Video Review
MEDIA

Other Videos:
http://www.mathplayground.com/howto_dividedecimalspower10.html Good basic video on how to divide decimals by a power of ten
Explore More
Directions: Use mental math to divide each decimal by a decimal power of ten.
1. 6.7 .10 = ______
2. .654 .100 = ______
3. 2.1 .10 = ______
4. 4.32 .1000 = ______
5. .98765 .10 = ______
6. .987 .10 = ______
7. .045 .100 = ______
8. .00098 .10 = ______
9. .000987 .1000 = ______
10. 6.73 .10 = ______
11. 12.3 .100 = ______
12. 456 .1000 = ______
13. 67 .10 = ______
14. 770 .1000 = ______
15. 234 .100 = ______
16. 1899 .1000 = ______
367
4.17. Scientific Notation Values
www.ck12.org
4.17 Scientific Notation Values

Here youll learn how to write values in scientific notation.
Have you ever tried to write a number in scientific notation? Evan has a dilemma. Take a look.
Evan is trying to work on his math homework. He is faced with a dilemma where he is being asked to write a number
in scientific notation. Here is the number.
.000000987
Evan isnt sure how to do this. Do you know?
This Concept is all about scientific notation. By the end of it, you will know how to help Evan with this
dilemma.
Guidance
What is scientific notation?

Scientific Notation is a shortcut for writing very small and very large numbers.
When you write in scientific notation, you write a number between 1 and 10 multiplied by a power of ten. Here is
an example of a number and the same number written in scientific notation:
450, 000 = 4.5 10 10 10 10 10 = 4.5 105
4.5 105 is scientific notation. Large numbers written using scientific notation will use positive exponents. Note
that to change 450,000 into 4.5, you must move the decimal point five spaces to the left. This is why when the
number is written in scientific notation the exponent is 5.
What about very small numbers written using scientific notation?
.0023 = 2.3 10 10 10 = 2.3 103
2.3103 is scientific notation. Multiplying by 103 is like dividing by 10 three times. When writing small numbers
between 0 and 1 using scientific notation, we will use negative exponents. Note that to change .0023 into 2.3, you
must move the decimal point three spaces to the right. This is why when the number is written in scientific notation
the exponent is -3.
.00056
If we want to write this in scientific notation, we first start with the number between 1 and 10. This number
is 5.6.
5.6 _____
We want to multiply 5.6 by a power of ten. Since .00056 is a number less than 1, we know that it will be a
negative power of ten. Notice that to go from .00056 to 5.6, you must move the decimal point four places to
the right. This means the exponent will be 4.
5.6 104
368
www.ck12.org
We can work the other way around too. If we have the scientific notation, we can write the original number
by moving the decimal point. If the exponent is negative, work backwards and move the decimal point to the
left. If the exponent is positive, work backwards and move the decimal point to the right. Move the decimal
point the number of times indicated by the exponent.
3.2 105 = .000032
Notice that to determine the original number, we moved the decimal point five times to the left.
Scientific notation is very useful for scientists, mathematicians and engineers. It is useful in careers where
people work with very large or very small numbers.
Practice writing these numbers in scientific notation.
Example A
.0012 = _____
Solution:
1.2 103
Example B
78,000,000 = _____
Solution:
7.8 107
Example C
345,102,000,000 = _____
Solution:
3.45102 1011
Now back to Evan. Here is the original problem once again.
Evan is trying to work on his math homework. He is faced with a dilemma where he is being asked to write a number
in scientific notation. Here is the number.
.000000987
To write this in scientific notation, we first need to look at which way we are going to move the decimal point.
Because this is a very tiny decimal, we are going to move the decimal point to the right. We are going to move it 7
places.
9.87
But wait a minute! We arent done yet. We have to add in the power to show how many places we moved the decimal
point.
9.87 107
This is our answer.
369
4.17. Scientific Notation Values
www.ck12.org
Guided Practice

Write the following number in scientific notation.
.0000000034
Answer
First, we are going to move the decimal point 9 places to the right.
3.4
Next, we add in the power. Notice that the exponent is negative because we moved the decimal to the right.
3.4 109
This is our answer.
Video Review
MEDIA
MEDIA
Khan Academy: Scientific Notation Examples

Explore More
Directions: Write each decimal in scientific notation.

1. .00045
2. .098
3. 30,000,000
4. .000987
5. 3,400,000
370
www.ck12.org
6. .0000021
7. 1,230,000,000,000
8. .00000000345
9. .00056
10. .0098
11. .024
12. .000023
13. 4,300
14. .0000000000128
15. 980
16. .00000045
371
4.18. Division of Decimals by Decimals
www.ck12.org
4.18 Division of Decimals by Decimals

Here youll learn how to divide decimals by decimals by changing the divisors into whole numbers.
Do you enjoy projects?
Most students love to participate in hands-on projects, and the students in Mrs. Andersens class arent any exception.
At the science museum there is a whole section that is a Discovery Center. In the Discovery Center, students can
use real objects to work on experiments. Mrs. Andersen has asked her students to bring a notebook and a pencil
into the Discovery Center. The students need to keep track of the experiments that they work on. They will each
have an opportunity to share their discoveries when they return to the classroom. When Miles enters the Discovery
Center he is immediately overwhelmed with all of the options. After looking around, he finally decides to work on
an experiment that involves an hour glass. To complete the experiment, Miles needs to figure out how long it takes
1.25 pounds of sand to go through the hour glass. There is bucket of sand that is 6.25 pounds in front of Miles. He
has a scale and another bucket to hold the sand he needs for his experiment. Miles needs to complete the experiment
as many times as he can with the 6.25 pound bucket of sand. Miles picks up the scoop and begins to sort out the
sand. Remember he needs 1.25 pounds of sand each time he does the experiment.
If Miles needs 1.25 pounds of sand, how many times can he complete the experiment if he has a 6.25 pound bucket?
Pretend you are Miles. If you were completing this experiment, how many times could you do it given the amount
of sand you have been given and the amount of sand that you need?
In this Concept, you will learn how to work through this experiment to find the solution.
Guidance
Remember Miles? In the experiment, he is working on dividing up sand. If you were going to complete this problem
yourself, you would need to know how to divide decimals by decimals.
How can we divide a decimal by a decimal?
To divide a decimal by a decimal, we have to rewrite the divisor. Remember that the divisor is the number that is
outside of the division box. The dividend is the number that is inside the division box.
2.6)10.4
In this problem, 2.6 is our divisor and 10.4 is our dividend. We have a decimal being divided into a decimal. Whew!
This seems pretty complicated. We can make our work simpler by rewriting the divisor as a whole number.
372
www.ck12.org
How can we do this?

Think back to the work we did in the last section when we multiplied by a power of ten. When we multiply a decimal
by a power of ten we move the decimal point one place to the right.
We can do the same thing with our divisor. We can multiply 2.6 times 10 and make it a whole number. It will
be a lot easier to divide by a whole number.
2.6 10 = 26
What about the dividend?
Because we multiplied the divisor by 10, we also need to multiply the dividend by 10. This is the only way that
it works to rewrite a divisor.
10.4 10 = 104
Now we have a new problem to work with.
26)104
Our answer is 4.
What about if we have two decimal places in the divisor?
.45)1.35
Now, we want to make our divisor .45 into a whole number by multiplying it by a power of ten. We can multiply it
by 100 to make it a whole number. Then we can do the same thing to the dividend.
Here is our new problem and quotient.
45)135
Now it is time for you to practice a few. Rewrite each divisor and dividend by multiplying them by a power of ten.
Then find the quotient.
Example A
1.2)4.8
Solution: 4
373
www.ck12.org
Example B
5.67)11.34
Solution: 2
Example C
6.98)13.96
Solution: 2
Congratulations you have finished the Concept! Now you are ready for the experiment. Here is the original problem
once again.
Most students love to participate in hands-on projects, and the students in Mrs. Andersens class arent any exception.
At the science museum there is a whole section that is a Discovery Center. In the Discovery Center, students can
use real objects to work on experiments. Mrs. Andersen has asked her students to bring a notebook and a pencil
into the Discovery Center. The students need to keep track of the experiments that they work on. They will each
have an opportunity to share their discoveries when they return to the classroom. When Miles enters the Discovery
Center he is immediately overwhelmed with all of the options. After looking around, he finally decides to work on
an experiment that involves an hour glass. To complete the experiment, Miles needs to figure out how long it takes
1.25 pounds of sand to go through the hour glass. There is bucket of sand that is 6.25 pounds in front of Miles. He
has a scale and another bucket to put the sand he needs for his experiment.
Miles needs to complete the experiment as many times as he can with the 6.25 pound bucket of sand. Miles picks up
the scoop and begins to sort out the sand. Remember he needs 1.25 pounds of sand each time he does the experiment.
If Miles needs 1.25 pounds of sand, how many times can he complete the experiment if he has a 6.25 pound
bucket?
Write a division problem.
1.25)6.25
You can start by multiplying the divisor by a power of ten to rewrite it as a whole number. Do this to the dividend
too. Since there are two places in the divisor, we can multiply it by 100 to make it a power of ten.
125)625
Next, we divide. Our answer will tell us how many times Miles can complete the hourglass experiment.
5
125)625
625
0
Miles can complete the experiment 5 times using 1.25 pounds of sand from his 6.25 pound bucket.
Guided Practice

374
www.ck12.org
3.45)7.245
Answer
The first thing to do is to make 3.45 a whole number. We can do this by moving the decimal point two places to the
right. If we do this in the divisor, we also have to do this in the dividend.
Next, we divide.
The answer is 2.1.
Video Review
MEDIA
Khan Academy Dividing Decimals
MEDIA
James Sousa Dividing Decimals
MEDIA
James Sousa Example of Dividing Decimals
MEDIA
James Sousa Another Example of Dividing Decimals

375
www.ck12.org
Explore More
Directions: Divide the following decimals.

1.
1.2)4.08
2.
3.5)12.6
3.
14.5)29
4.
5.3)16.96
5.
6.7)15.47
6.
8.9)11.57
7.
9.6)11.52
8.
10.3)23.69
9.
11.6)73.08
10.
14.5)33.35
11.
6.3)93.24
12.
3.6)68.04
13.
2.1)165.69
14.
6.3)518.49
15.
2.6)193.7
376
www.ck12.org
4.19 Division of Decimals by Decimals using

Zero Placeholders
Here youll learn how to find quotients of decimals using zero placeholders.
Have you ever tried to divide two numbers but it didnt work perfectly? In the Division of Decimals by Decimals
Concept, Miles divided a decimal by a decimal and it worked out perfectly in the end. What if it didnt? What would
Miles do then? Look at this problem.
Jessie decided to try her hand at the sand and the hourglass too. But she used a different bucket. Jessies bucket
would hold 6.75 pounds of sand. 1.25 pounds of sand could go through the hourglass at one time.
Jessie thinks that she can run the sand through the hourglass six times before needing to refill the bucket.
Is she correct?
To solve this problem, you will need to divide once again. Pay attention to this Concept because you will need
a new skill to complete the problem.
Guidance
The decimals that we divided in the Division of Decimals by Decimals Concept were all evenly divisible. This
means that we had whole number quotients. We didnt have any decimal quotients.
What can we do if a decimal is not evenly divisible by another decimal?
If you think back, we worked on some of these when we divided decimals by whole numbers. When a decimal was
not evenly divisible by a whole number, we had to use a zero placeholder to complete the division.
5)13.6
When we divided 13.6 by 5, we ended up with a 1 at the end of the division. Then we were able to add a zero
placeholder and finish finding a decimal quotient. Here is what this looked like.
2.72
5)13.60
10
36
35
1 here is where we added the zero placeholder
10
10
0
We add zero placeholders when we divide decimals by decimals too.
1.2)2.79
377
4.19. Division of Decimals by Decimals using Zero Placeholders
www.ck12.org
The first thing that we need to do is to multiply the divisor and the dividend by a multiple of ten to make the divisor
a whole number. We can multiply both by 10 to accomplish this goal.
12)27.9
Now we can divide.
2.3
12)27.9
24
39
36
3
Here is where we have a problem. We have a remainder of 3. We dont want to have a remainder, so we have to add
a zero placeholder to the problem so that we can divide it evenly.
2.32
12)27.90
24
39
36
30
24
6
Uh Oh! We still have a remainder, so we can add another zero placeholder.
2.325
12)27.900
24
39
36
30
24
60
60
0
Sometimes, you will need to add more than one zero. The key is to use the zero placeholders to find a quotient that
is even without a remainder.
378
www.ck12.org
Example A
1.2)2.76
Solution: 2.3
Example B
8.7)53.94
Solution: 6.2
Example C
5.4)18.9
Solution: 3.5
Now back to Jessie and the sand. Did you figure out that you will need a zero placeholder to figure out if Jessies
estimate is correct? Lets look at the original problem once again.
Jessie decided to try her hand at the sand and the hourglass too. But she used a different bucket. Jessies bucket
would hold 6.75 pounds of sand. 1.25 pounds of sand could go through the hourglass at one time.
Jessie thinks that she can run the sand through the hourglass six times before needing to refill the bucket.
To figure out if a 6.75 pound bucket of sand can be divided into 1.25 pounds six times, we will need to divide.
1.25)6.25
Next, we can divide.
Our answer is 5.4.
Jessie isnt correct. She will need to refill the bucket after pouring 1.25 pounds of sand through the hourglass
five times.
Guided Practice

3.2)28.52
Answer
To complete this problem, we must first move the decimal point one place in the divisor which makes 3.2 into 32.
Then we can simply divide. Notice that you will need to use zero placeholders and keep adding them until the
division is complete.
379
4.19. Division of Decimals by Decimals using Zero Placeholders
MEDIA
Video Review
MEDIA
Khan Academy Dividing Decimals
MEDIA
James Sousa Dividing Decimals
MEDIA
James Sousa Example of Dividing Decimals

Explore More
Directions: Divide the following decimals. Use zero placeholders when necessary.
1.
2.
3.
4.
5.
6.
7.
380
1.3)5.2
6.8)13.6
4.5)13.5
2.5)10
3.3)19.8
8.5)17
9.3)27.9
www.ck12.org
www.ck12.org
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
1.2)7.2
5.3)26.5
6.5)13
1.25)7.5
3.36)20.16
5.87)52.83
2.5)3
3.2)8
4.6)10.58
8.1)17.82
381
4.20. Equivalent Metric Units of Mass
www.ck12.org
4.20 Equivalent Metric Units of Mass

Here youll learn to identify equivalent metric units of mass.
Have you ever been to a metric playground? Can you imagine the types of metric problems that would be there?
Mrs. Andersen and her class are about to visit one at the science museum.
Mrs. Andersens class is having a great time at the science museum. Sam and Olivia are very excited when the group
comes upon the metric playground. This playground has been built inside the museum and combines playground
toys with metrics. The first one that they try is the metric seesaw. Sam sits on one side of the seesaw and Olivia
sits on the other side. Since they weigh about the same, it is easy to keep the seesaw balanced. Under Sam, there is
a digital scale. Under Olivia there is the same scale with a key pad. Sams weight shows up under the scale. Sam
weighs 37 kg. Next, we have to convert kilograms to grams and punch it in so both of our scales will have the same
reading, Sam tells Olivia.
Olivia pauses, she cant remember how to do this.
In this Concept, you will learn to work with equivalent metric units of mass. Then youll know how Olivia
and Sam can solve this dilemma.
Guidance
When people work with topics in science they use a system called the Metric system. In the metric system we use
different standard units to measure mass or weight.
382
www.ck12.org
This text box lists the units of measuring mass from the largest unit, the kilogram, to the smallest unit, the milligram.
If you think back to when you learned about measuring length, the prefix milli indicated a very small unit. That is
the same here as we measure mass.
How can we find equivalent metric units of mass?
The word equivalent means equal. We can compare different units of measuring mass with kilograms, grams and
milligrams. To do this, we need to know how many grams equal one kilogram, how many milligrams equal one
gram, etc. Here is a chart to help us understand equivalent units.
Here you can see that when we convert kilograms to grams you multiply by 1000.
When you convert grams to milligrams, you multiply by 1000.
To convert from a large unit to a small unit, we multiply.
To convert from a small unit to a large unit, we divide.
5 kg = _____ g
When we go from kilograms to grams, we multiply by 1000.
5 kg = 5000 g
These two values are equivalent.
2000 mg = _____ g
When we go from milligrams to grams, we divide.
2000 mg = 2 g
These two values are equivalent.
Now it is your turn to practice. Convert each metric unit of mass to its equivalent.
Example A
6 kg = _____ g
Solution: 6000
Example B
3000 g = _____ kg
Solution: 3
Example C
4 g = _____ mg
383
4.20. Equivalent Metric Units of Mass
www.ck12.org
Solution: 4000
Remember back to the metric park? Well, now you are ready to help Sam and Olivia with those conversions.
To solve this problem, Sam and Olivia need to convert 37 kg into grams. There are 1000 grams in 1 kilogram, so
there are 37,000 grams in 37 kilograms.
Sam and Olivia need to multiply the number of kilograms, 37 by the number of grams in 1 kilogram, 1000 to get
their answer.
You can see why it makes so much more sense to measure someones weight in kilograms versus grams.
Guided Practice

How many grams are in 18 kilograms?
Answer
To figure this out, we have to use the equivalents presented in the Concept.
There are 1000 grams in 1 kilogram.
We can multiply 18 1000.
Our answer is 18,000 grams.
Video Review
MEDIA
Khan Academy Conversion Between Metric Units
MEDIA
James Sousa Metric Unit Conversions

Explore More
Directions: Convert to an equivalent unit for each given unit of mass.

1. 5 kg = ______ g
384
www.ck12.org
2. 2000 g = ______ kg
3. 2500 g = ______ kg
4. 10 kg = ______ g
5. 2000 mg = ______ g
6. 30 g = ______ mg
7. 4500 mg = ______ g
8. 6.7 g = ______ mg
9. 9 kg = ______ g
10. 10 g = ______ kg
11. 1 kg = ______ mg
12. 5000 mg = ______ g
13. 7500 g = ______ kg
14. 8200 g = ______ kg
15. 15 kg = ______ g
16. 1600 g = ______ mg
385
4.21. Equivalent Metric Units of Capacity
www.ck12.org
4.21 Equivalent Metric Units of Capacity

Here youll learn to identify equivalent metric units of capacity.
Have you ever tried to make sense of liters and milliliters? Well, these metric units of capacity are also found in the
metric playground. Remember the metric playground from the Equivalent Metric Units of Mass Concept? Sam and
Olivia have figured out the mass dilemma and have now moved on to a problem about capacity.
The two move on to a birdbath. Together, they need to fill one 4.5 liter birdbath with water using a scoop. Once they
have it filled, the sign above the birdbath will light up and tell them how many milliliters are in 4.5 liters. I think I
can figure this out without filling the birdbath, Olivia says.
Can you figure it out? How many milliliters can be found in that 4.5 liter birdbath?
Think about this question as you work with metric units of capacity in this Concept.
Guidance
When we think about capacity, often referred to as volume, we think about measuring liquids. In the Metric System
of measurement, we measure capacity using two different measures, liters and milliliters.
Since there are only two common metric units for measuring capacity, this text box shows them and their equivalent
measures. Liters are larger than milliliters. Notice that prefix milli again.
When converting from large units to small units, you multiply.
When converting from small units to large units, you divide.
386
www.ck12.org
4 liters = _____ milliliters

Liters are larger than milliliters, so we multiply by 1000.
4 liters = 4000 milliliters
Use what you have learned to write each equivalent unit of capacity.
Example A
5 liters = _____ milliliters

Solution: 5000 milliliters
Example B
2000 milliliters = _____ liters

Solution: 2 liters
Example C
4500 milliliters = _____ liters

Solution: 4.5 liters
Now lets think about Sam and Olivia and a birdbath. Here is the information that we already know.
The birdbath holds 4.5 liters of water.
Now that you know that there are 1000 milliliters in one liter, you can figure out how many milliliters will fill the
birdbath by multiplying 4.5 1000.
We move the decimal point three places to the right when we multiply by 1000.
Our answer is 4500 milliliters.
Wow! You can see why it makes much more sense to measure the amount of water in the birdbath in liters
verses milliliters.
Guided Practice

Jamie is transferring liquid from one container into a larger container. She transfers 2.5 liters. How many milliliters
did she transfer?
Answer
We know from the Concept that there is 1000 milliliters in 1 liter. Therefore, Jamie transferred 2500 milliliters of
liquid.
Video Review
387
4.21. Equivalent Metric Units of Capacity
www.ck12.org
MEDIA
MEDIA

Explore More
Directions: Convert to an equivalent unit for each given unit of capacity.

1. 4500 mL = ______ L
2. 6900 mL = ______ L
3. 4400 mL = ______ L
4. 5200 mL = ______ L
5. 1200 mL = ______ L
6. 1800 mL = ______ L
7. 2900 mL = ______ L
8. 1300 mL = ______ L
9. 2700 mL = ______ L
10. 3 L = ______ mL
11. 5.5 L = ______ mL
12. 8 L = ______ mL
13. 9.3 L = ______ mL
14. 34.5 L = ______ mL
15. 65.5 L = ______ mL
388
www.ck12.org
4.22 Appropriate Metric Units of Mass or Capacity

Here youll learn to choose appropriate metric units of mass or capacity given different measurement situations.
Have you ever used metric measurements to cook?
As some of the students enjoyed the metric playground, Billy discovered an exhibit near it on cooking and metrics.
There were all kinds of pretend ingredients so you could try to figure out which metric unit would be best.
Billy looked at a recipe for cookies which called for 113.4 grams of butter. He began taking out four blocks of butter.
Just as he did this, Tara noticed Billy and came over.
"What are you doing?" she asked.
"Measuring out 113.4 grams of butter," Billy said.
"Not that way," Tara laughed. "My mom went to school in England where everything is in metrics. You only need 1
stick of butter for your recipe."
"Are you sure?" Billy asked skeptically.
Are you? Do you understand how to measure in grams?
This Concept is all about choosing the best metric unit. Pay attention and we will come back to this problem
at the end of the Concept.
Guidance
When you think about the metric units for measuring mass, how do you know when to measure things in
grams, milligrams or kilograms?
To really understand when to use each unit of measurement we have to understand a little more about the size of
each unit. If you know measurements in the customary or standard system of measurement, such as ounces and
pounds, you can compare them to measurements in the metric system of measurement, such as milligrams, grams,
and kilograms.
Grams compare with ounces, which measure really small things like a raisin.
Kilograms compare with pounds, which we use pounds to measure lots of things, like a textbook.
What about milligrams?
Milligrams are very, very tiny. Think about how small a raisin is and recognize we would use grams to measure that.
Scientists are one group of people who would measure the mass of very tiny items. These things would be measured
in milligrams. If you think about things that would be seen under a microscope, you would measure the mass of
those items in milligrams.
A milligram is
1
1000
of a gram.
What about capacity? How do we choose the correct unit to measure capacity?
There are two metric units for measuring capacity, milliliters and liters. This comparison may seem a little more
obvious that the units for mass. A milliliter would be used to measure very small amounts of liquid. Milliliters are
much smaller even than ounces. A liter would be used to measure much larger volumes of liquid.
A milliliter is
1
1000
of a liter.
Would you measure a bottle of soda in liters or milliliters?

389
4.22. Appropriate Metric Units of Mass or Capacity
www.ck12.org
You would measure it in liters. A 2 liter bottle of soda is a standard size for soda bottles. Think about milliliters as
the amount of liquid in an eyedropper.
Use what you have learned to select the correct metric unit for each item.
Example A
The weight of five pennies

Solution: Grams
Example B
The amount of water in a bathtub.

Solution: Liters
Example C
The weight of a car

Solution: Kilograms
Now back to Billy and Tara and cooking with metrics.
As some of the students enjoyed the metric playground, Billy discovered an exhibit near it on cooking and metrics.
There were all kinds of pretend ingredients so you could try to figure out which metric unit would be best.
Billy looked at a recipe for cookies which called for 113.4 grams of butter. He began taking out four blocks of butter.
Just as he did this, Tara noticed Billy and came over.
"What are you doing?" she asked.
"Measuring out 113.4 grams of butter," Billy said.
"Not that way," Tara laughed. "My mom went to school in England where everything is in metrics. You only need 1
stick of butter for your recipe."
"Are you sure?" Billy asked skeptically.
Billy isnt sure that Tara is measuring accurately, but actually, she is.
There are about 453 grams in one pound.
A block of butter is around a pound.
Billy needs 113.4 grams of butter. That is about one - fourth of a block of butter.
Tara is correct. Billy only needs one stick of butter.
Guided Practice

Which unit of mass would you use to measure a handful of peanuts?
Answer
Since peanuts are very tiny, you should measure peanuts in grams.
390
www.ck12.org
Video Review
MEDIA
MEDIA

Explore More
Directions: Choose the best unit of either mass or capacity to measure each item.
1. A dictionary
2. A flea under a microscope
3. A jug of apple cider
4. An almond
5. Drops of water from an eyedropper
6. Ten dimes
7. A bucket of water
8. A baby bottle
9. A handful of rice
10. A large jug of water
11. A water tower
12. The water in a swimming pool
13. The weight of a boat
14. A handful of sand
15. The weight of a backpack
391
4.23. Conversions of Length, Mass, Capacity in Metric Units
www.ck12.org
4.23 Conversions of Length, Mass, Capacity in

Metric Units
Here youll learn to convert metric units of length, mass or capacity.
Have you ever tried to figure out something on the computer? Sometimes you will enter an incorrect answer, but
because computers dont talk, you dont know why your answer is wrong. This is exactly what happened to Caleb.
Take a look.
Before leaving the science museum, Caleb found a really cool computer game all about metrics. Caleb had been
practicing his metric conversions while playing at the Metric Playground, but now it was time for him to apply what
he had learned. The object of the game is to move the mountain climber up the mountain by solving problems
involving metric lengths, weights and liquids. Each time a correct answer is given, the mountain climber moves
up the mountain. You keep playing until the climber reaches the top. At the beginning of the game, Caleb sees
this problem on the computer screen. It is a problem that requires Caleb to use greater than or less than symbols to
compare values.
5.5 grams _____ 4500 mg
Caleb is unsure of the correct answer. He decides to skip this problem by pushing the NEXT button on the computer.
Here is Calebs second problem.
6.7 Liters 10 = _____
Caleb thought that the answer was 6700 so he entered that answer into the computer. TRY AGAIN popped up on
his screen. Finally Caleb decided to try one more problem.
_______ kilograms is one hundred times lighter than 1550 kilograms
Caleb is stuck again. You can help Caleb. In this Concept you will learn all about comparing metric units of
length, mass and capacity. You will also learn to convert units using powers of ten.
392
www.ck12.org
Guidance
This Concept combines a couple of different skills. Previously we worked on metrics and how to convert metric
units of length, mass and capacity. We have also learned how to multiply decimals using powers of ten such as 10,
100, 1000.
How can we put these two skills together?
We can put them together by converting metric units using powers of ten. This will require us to move the decimal
point as we did in earlier Concepts.
Convert 150 cm into mm by multiplying by a power of ten.
We know that there are 10 mm in 1 cm. When we go from a larger unit to a smaller unit we multiply. Therefore, we
are going to multiply 150 cm by 10.
150 cm 10 = _____ mm
We know that when we multiply by 10 we move the decimal point one place to the right. The decimal point in
a whole number is after the number. So we need to add a zero placeholder to 150.
150 cm = 1500 mm
We can do this when we convert from a smaller unit to a larger unit too. Lets look at this one involving capacity.
1250 milliliters = _____ L
We know that there are 1000 milliliters in one liter. We need to divide 1250 milliliters by 1000. To do this, we will
move the decimal point three places to the left. The decimal point is after the number in a whole number.
1250 milliliters = 1.25 Liters
We can complete this with any unit of measure as long as we know the conversion equivalents and remember
how to use powers of ten to move the decimal point to the left or to the right.
Here are some equivalence charts that you will need.
393
1 km
1000 m
1m
100 cm
1 cm
10 mm
www.ck12.org
Here are a few conversions for you to try on your own.

Example A
1340 ml = _____ Liters

Solution: 1.34 Liters
Example B
66 grams = _____ mg
Solution: .066
Example C
1123 m = _____ km
Solution: 1.123 km
Now back to the original problem. We are going to help Caleb answer all three questions. Lets start with the first
one.
5.5 grams _____ 4500 mg
There are 1000 mg in 1 gram. Therefore, if we change the 4500 milligrams to grams by moving the decimal
point three places to the left, we end up with 4.5 grams. 5.5 is greater than 4.5.
5.5 grams >4500 mg
The second problem requires multiplying by powers of ten.
6.7 liters 10 = _____
To multiply by a power of ten we move the decimal point to the right. Here we are multiplying by 10, so we
move the decimal point one place to the right.
6.7 liters 10 = 67 liters
Our final problem involves division by powers of ten.
_______ kilograms is one hundred times lighter than 1550 kilograms
We want to make 1550 kg 100 times lighter. To do this, we divide by 100. To divide by 100, a power of 10, we
move the decimal point two places to the left.
15.5 kg is our answer.
Guided Practice

394
www.ck12.org
12,350 mL = _____ L
Answer
To figure this out, we can use the chart on equivalent metric units of capacity.
Next we divide by 1000.

12, 350 1000 = 12.35
Our answer is 12.35 Liters.
Video Review
MEDIA
Khan Academy Unit Conversion
MEDIA
James Sousa Metric Unit Conversion

Explore More
Directions: Convert each measurement using powers of ten.

1. 5.6 km = ______ m
2. 890 m = ______ km
3. 9230 m = ______ km
395
www.ck12.org
4. 40 cm = ______ mm
5. 5000 mm = ______ cm
6. 500 cm = ______ m
7. 7.9 m = ______ cm
8. 99 m = ______ cm
9. 460 cm = ______ m
10. 34 cm = ______ m
11. 4.3 km = ______ m
12. 760 m = ______ km
13. 4300 m = ______ km
14. 5000 g = ______ kg
15. 560 mL = ______ L
16. 6210 mL = ______ L
17. 8900 mL = ______ L
18. 7.5 L = ______ mL
19. .5 L = ______ mL
Summary
Having completed this chapter, students are now ready to move on to Chapter Five. Each Concept has provided
students with an opportunity to engage and practice skills in many Concepts including multiplying decimals in
several ways, properties of multiplication, the distributive property, area, dividing decimals in several ways and
converting metric units of mass and capacity.
396
www.ck12.org
Chapter 5. Number Patterns and Fractions
C HAPTER
Number Patterns and

Fractions
Chapter Outline
5.1
FACTOR PAIRS
5.2
D IVISIBILITY R ULES TO F IND FACTORS
5.3
P RIME AND C OMPOSITE N UMBERS
5.4
P RIME FACTORIZATION
5.5
G REATEST C OMMON FACTOR U SING L ISTS
5.6
G REATEST C OMMON FACTOR U SING FACTOR T REES
5.7
E QUIVALENT F RACTIONS
5.8
F RACTIONS IN S IMPLEST F ORM
5.9
C OMMON M ULTIPLES
5.10
L EAST C OMMON M ULTIPLE
5.11
F RACTION C OMPARISON WITH L OWEST C OMMON D ENOMINATORS
5.12
F RACTION O RDERING WITH L OWEST C OMMON D ENOMINATORS
5.13
L ENGTH M EASUREMENTS TO A F RACTION OF AN I NCH
5.14
M IXED N UMBERS AS I MPROPER F RACTIONS
5.15
I MPROPER F RACTIONS AS M IXED N UMBERS
5.16
F RACTION AND M IXED N UMBER C OMPARISON
5.17
D ECIMALS AS F RACTIONS
5.18
D ECIMALS AS M IXED N UMBERS
5.19
F RACTIONS AS D ECIMALS
5.20
M IXED N UMBERS AS D ECIMALS
5.21
R EPEATING D ECIMALS
Introduction
situations, examples, guided practice and independent practice sections. In this fifth chapter, Number Patterns and
Fractions, students will engage in many Concepts including factor pairs, divisibility, prime and composite numbers,
prime factorization, greatest common factors, equivalent fractions, simplifying fractions, multiples, and writing
fractions in different forms.
397
5.1. Factor Pairs
www.ck12.org
5.1 Factor Pairs

Here youll learn how to find factor pairs of given numbers.
Have you ever been to a class social? Have you ever been in charge of organizing an event at school?
The sixth grade class is having a social in four weeks on a Friday night. The last time that the sixth grade had a
social, it was a little unorganized and the teachers werent happy. This time, Allison (President of the sixth grade
class) and Hector (the Vice President) have promised to organize it and have a plan for all of the students.
Allison and Hector have been working together to plan different activities. They have decided to have music in the
gym, food in the cafeteria, board games in one classroom and basketball outside in the courtyard. They think that
having enough options will keep things less chaotic. Now that they have the activities planned, they have to figure
out how to arrange the students in groups. Each group will have a certain period of time at each activity. The sixth
grade has two clusters made up of two classes each.
Cluster 6A has 48 students in it.
Cluster 6B has 44 students in it.
Allison and Hector want to arrange the clusters into reasonably sized groups so that the students can hang out
together, but so that the teachers will be happy too. They are struggling with how best to arrange the students to visit
each of the four activities. They want the groups to be a small enough size, but to be even too.
In this Concept you will learn how to identify factor pairs. Factor pairs is one way to help Hector and Allison
with their dilemma.
Guidance
This Concept is all about factors, and that is where we are going to start. In order to complete the work in this
Concept, you will first need to understand and identify a factor.
What is a factor?
When you multiply, the numbers that are being multiplied together are the factors of the product. Said another
way, a factor is a number or a group of number that are multiplied together for a product. Groups of numbers
including subtraction or addition operations are not single factors.
In this Concept, you will be finding factor pairs. This is when only two numbers are multiplied together for a
product.
398
www.ck12.org
Lets find some factors.

What are two factors of twelve? Here we want to find two factors of twelve or two numbers that multiply together
to give us twelve. We could list many possible factors for twelve. Lets choose 3 and 4.
Our answer is 3 4.
What if we wanted to list out all of the factors of twelve?
To do this systematically, we should first start with the number 1. Yes, one is a factor of twelve. In fact, one is a
factor of every number because any number can be multiplied by one to get itself as a product.
1 12
After starting with 1, we can move on to 2, then 3 and so on until we have listed out all of the factors for 12.
1 12
26
34
5, 7, 8 etc are not factors of 12 because we cant multiply them by another number to get 12.
These are all of the factors for 12.
Now its time for you to practice. List out all of the factors for each value.
Example A
36
Solution: 1, 36, 2, 18, 3, 12, 4, 9, 6
Example B
24
Solution: 1, 24, 2, 12, 3, 8, 4, 6
399
5.1. Factor Pairs
www.ck12.org
Example C
90
Solution: 1, 90, 2, 45, 3, 30, 5, 18, 6, 15, 9, 10
Do you know now how to help Hector and Allison? Take a look.
Hector and Allison need to organize the students into four groups to go with the four different activities.
They can start by writing out all of the factors for Cluster 6A. The factors will give them the combinations of students
that can be sent in groups.
48
1 48
2 24
3 16

4 12
68
These are the two groups that make the most sense
Now lets find the factors of 44.
1 44
2 22
4 11 This is the group that makes the most sense.
If Hector and Allison arrange cluster 6A into 4 groups of 12 and cluster 6B into 4 groups of 11, then the
groups will be about the same size. There will be 23 students at each activity at one time. This definitely seems
like a manageable number.
Allison and Hector draw out their plan. They are excited to show their plan for the evening to their teachers.
Guided Practice

Name the factors of 12 and 18.
Answer
First, we can start with 12.
12, 1, 2, 6, 3, 4
Next, we can work with 18.
18, 1, 2, 9, 3, 6
This is our answer.
Video Review
400
www.ck12.org
MEDIA
Khan Academy: Finding Factors of a Number

Explore More
Directions: List out factors for each of the following numbers.

1. 12
2. 10
3. 15
4. 16
5. 56
6. 18
7. 20
8. 22
9. 23
10. 25
11. 27
12. 31
13. 81
14. 48
15. 24
16. 30
401
5.2. Divisibility Rules to Find Factors
www.ck12.org
5.2 Divisibility Rules to Find Factors

Here youll learn how to use divisibility rules to find factors of given numbers.
Remember the sixth grade social from the Factor Pairs Concept?
Remember that there were two groups of students attending the social, one with 44 students in it and one with 48 in
it. These numbers are small for divisibility rules, but what if the class sizes were larger? Imagine that each class had
144 students and the other had 148 students.
How could the divisibility rules help with this dilemma?
In this Concept, you will learn about divisibility rules so that you can apply it to the dilemma of the sixth
grade social.
Guidance
When we have a larger number that we are factoring, we may need to use divisibility rules to help us find the factors
of that number.
What are divisibility rules?
Divisibility rules help determine if a number is divisible by lets say 2 or 3 or 4. This can help us to identify the
factors of a number. Here is a chart that shows all of the basic divisibility rules.
Now some of these rules are going to be more useful than others, but you can use this chart to help you.
What numbers is 1346 divisible by?
To solve this, we can go through each rule and see if it applies.
402
www.ck12.org
1.
2.
3.
4.
5.
6.
7.
8.
9.
The last digit is even-this number is divisible by 2.

The sum of all the digits is 14-this number is not divisible by 3.
The last two digits are not divisible by 4-this number is not divisible by 4.
The last digit is not zero or five-this number is not divisible by 5.
1346 - 12 = 1334-this number is not divisible by 7.
The last three numbers are not divisible by 8.
The sum of the digits is 14-this number is not divisible by 9
The number does not end in zero-this number is not divisible by 10
The number is not divisible by 3 and 4
Our answer is that this number is divisible by 2.

Whew! That is a lot of work! You wont usually have to go through each rule of divisibility, but it is important
that you know and understand them just in case.
Now its time for you to practice. Answer the following questions.
Example A
Is 3450 divisible by 10?

Solution: Yes, because it ends in zero it is divisible by ten.
Example B
Solution: No, it is not divisible by 3.
Example C
Solution: Yes, because it ends in an even number it is divisible by 2.
Now lets think about the sixth grade social. Do you know how to work with those large numbers?
One class has 144 students and one has 148 students. Lets apply the rules of divisibility to find the factors so that
the groups can be easily organized.
First, we can start with 144.
144 ends in an even number, so it is divisible by 2. The last two digits are divisible by 4, so it is divisible by 4.
148 ends in an even number, so it is divisible by 2. The last two digits are divisible by 4, so it is divisible by 4.
It makes sense to divide these two classes into four groups each.
If we then divide both 144 and 148 by 4, we will have the number of students in each group.
144 will have 36 students in each group.
148 will have 37 students in each group.
This is the solution to the problem.
403
5.2. Divisibility Rules to Find Factors
www.ck12.org
Guided Practice

Is 918 divisible by 9? Why or why not.
Answer
To figure this out, we can use the divisibility rules from the Concept.
For a number to be divisible by 9, we can complete a simple test.
We add up the digits and see if the sum of the digits is divisible by 9. If so, then the entire number is divisible by 9.
9 + 1 + 8 = 18
18 is divisible by 9, therefore 918 is also divisible by 9.
Video Review
MEDIA
James Sousa Divisibility Rules

1. http://www.mathplayground.com/howto_divisibility.html This is a video that explains divisibility rules.
Explore More
Directions: Answer each question using the rules of divisibility. Explain your reasoning.
1. Is 18 divisible by 3?
4. Is 112 divisible by 2 and 3?
404
www.ck12.org

405
5.3. Prime and Composite Numbers
www.ck12.org
5.3 Prime and Composite Numbers

Here youll learn how to classify given numbers as prime or composite.
Have you ever had to organize something?
Before the sixth grade social, Cameron and Lilly have been assigned the task of organizing the paper products. They
have collected 15 spoons and 31 forks.
"We have double forks to spoons," Cameron says to Lilly.
"Yes, but even if we double the spoons, we will have one fork left over," Lilly comments.
In thinking about the number of forks and spoons, you can also think about prime and composite numbers. One of
these numbers is prime and one is composite.
Do you know which is which? Can you explain why?
This Concept defines and explains prime and composite numbers. By the end of it, you will also understand
prime and composite numbers better.
Guidance
Now that you have learned all about identifying and finding factors, we can move on to organizing numbers. We can
put numbers into two different categories.
These categories are prime and composite. The number of factors that a number has directly determines whether the
number is considered a prime number or a composite number.
What is a prime number?
Prime numbers are special numbers. As you can see in the text box, a prime number has only two factors. You can
only multiply one and the number itself to get a prime number.
Think about 13. Is it a prime number? Yes. You can only get thirteen if you multiply 1 and 13. Therefore it is prime.
Here is a chart of prime numbers.
406
www.ck12.org
Be particularly careful when considering the number "1". One is neither prime nor composite.
What is a composite number?
A composite number is a number that has more than two factors. Most numbers are composite numbers. We can see
from the chart that there are 25 prime numbers between 1 and 100. The rest are composite because they have more
than two factors.
Take a few minutes to take some notes on prime and composite numbers.
Now its time for you to try a few on your own.
Example A
True or false. If a number has more than two factors, the number is prime.
Solution: False. Numbers with more than two factors are composite numbers.
Example B
True or false. The operation associated with factors is addition.

Solution: False. The operation associated with factors is multiplication.
Example C
Explain why 29 is a prime number.

Solution: 29 is a prime number because the only two factors for 29 are 29 and 1.
Now back to the forks and spoons. Here is the original problem once again.
Before the sixth grade social, Cameron and Lilly have been assigned the task of organizing the paper products. They
have collected 15 spoons and 31 forks.
"We have double forks to spoons," Cameron says to Lilly.
407
5.3. Prime and Composite Numbers
www.ck12.org
"Yes, but even if we double the spoons, we will have one fork left over," Lilly comments.
In thinking about the number of forks and spoons, you can also think about prime and composite numbers. One of
these numbers is prime and one is composite.
Do you know which is which? Can you explain why?
To identify a prime or composite number, we have to think about factors. If a number has more than two factors,
itself and 1, then the number is composite. Lets look at these two values.
15 has the factors: 1 x 15 3 x 5
Therefore, 15 is a composite number.
31 has the factors: 1 x 31
Therefore, 31 is a prime number.
Guided Practice

Prove that 91 is a prime number.
Answer
To start, we have to list out all the factors of 91.
91 has the factors:
1 x 91
Not 2, 3, 4, 5, 6
How about 7?
Lets divide 91 by 7.
91 7 = 13
91 also has the factors 13 and 7.
91 is not a prime number. It is a composite number.
Video Review
MEDIA
James Sousa Divisibility Rules

1. http://www.mathplayground.com/howto_primenumbers.html This is a good basic video that reviews prime
numbers.
408
www.ck12.org
Explore More
Directions: Identify the following values as prime or composite?

1. 12
2. 10
3. 15
4. 16
5. 56
6. 18
7. 20
8. 22
9. 23
10. 25
11. 27
12. 31
13. 81
14. 48
15. 24
16. 30
409
5.4. Prime Factorization
www.ck12.org
5.4 Prime Factorization

Here youll learn to write the prime factorization of given numbers using a factor tree.
Connor is working on prime factorization in math class. This has always been a tricky topic for him because he cant
seem to remember which numbers are prime.
"I am never going to finish this," he tells his sister one afternoon.
"Sure you will. Just keep breaking down numbers until they dont get any smaller," his sister Cyndi tells him.
"What do you mean?"
"Which one are you on?" Cyndi asks looking over Connors shoulder.
"This one, 60."
"Thats a good one. Start with 12 times 5."
Connor writes down the following.
60 = 12 x 5
Do you know what to do next?
This Concept is about prime factorization. By the end of the Concept, you will know how to help Connor.
Guidance
Previously we worked on factors and prime numbers. Well, you can put these two skills together. We call that "prime
factorization."
When we factored numbers before, we broke down the numbers into two factors. These factors may have been prime
numbers and they may have been composite numbers. It all depended on the number that we started with.
Factor 36
The number 36 can be factored several different ways, but lets say we factor it with 6 6. These two factors are
not prime factors. Therefore, we can factor 6 and 6 again.
6 = 32
6 = 32
3 and 2 are both prime numbers.

When we factor a number all the way to its prime factors, it is called prime factorization. It is a little tricky to
keep track of all of those numbers, so we can use a factor tree to organize. Lets organize the prime factorization of
36 into a factor tree.
410
www.ck12.org
Notice that at the bottom of the textbox, we wrote 36 as a product of its primes. Is there any easier way to write
this? Yes, we can use exponents for repeated factors. If you dont have any repeated factors, you just leave your
answer alone.
2 2 = 22
3 3 = 32
The prime factorization of 36 is 22 32 .
Now its time for you try a few on your own.
Example A
Factor 48 into its prime factors.

Solution: The prime factorization of 48 is 3 24 .
Example B

Example C

Remember Connor? Now lets go back to the original problem once again.
Connor is working on prime factorization in math class. This has always been a tricky topic for him because he cant
seem to remember which numbers are prime.
"I am never going to finish this," he tells his sister one afternoon.
"Sure you will. Just keep breaking down numbers until they dont get any smaller," his sister Cyndi tells him.
"What do you mean?"
"Which one are you on?" Cyndi asks looking over Connors shoulder.
"This one, 60."
411
www.ck12.org
"Thats a good one. Start with 12 times 5."

Connor writes down the following.
60 = 12 x 5
Do you know what to do next?
Next, Connor needs to factor 12 and 5.
5 is prime.
12 = 3 x 4
Now factor 4.
4=2x2
Here is the final line of primes.
5x2x2x3
The prime factorization of 60 is 5 22 3.
Guided Practice

What is the prime factorization of 81?
Answer
To complete this problem, we must first factor 81.
81 = (9)(9)
Next, we break down each 9 into its factors
9=3x39=3x3
Since 3 is a prime number, this is as far as we can go.
The prime factorization of 81 is 34 .
This is our answer.
Video Review
MEDIA
Khan Academy Prime Factorization
412
www.ck12.org
MEDIA
James Sousa Example of Prime Factorization
MEDIA
James Sousa Second Example of Prime Factorization
MEDIA
James Sousa Third Example of Prime Factorization

Explore More
Directions: What is the prime factorization of each number?

1. 56
2. 14
3. 121
4. 84
5. 50
6. 64
7. 72
8. 16
9. 24
10. 300
11. 128
12. 312
13. 525
413

14. 169
15. 213
414
www.ck12.org
www.ck12.org
5.5 Greatest Common Factor Using Lists

Here youll learn to find the greatest common factors of numbers by using lists.
Have you ever been part of a big basketball tournament? Take a look at this dilemma.
The sixth grade teachers have decided to have a big basketball tournament as part of the sixth grade social. The
sixth graders in clusters 6A and 6B love basketball, and when the agenda is announced, all of the students are very
excited. The biggest question is how many teams to divide the students from each cluster into. The teachers want to
have the same number of teams, otherwise it will be difficult to have even games for a tournament.
The teachers pose the dilemma to the students and Maria volunteers to figure out the teams. She needs to figure out
how many teams to divide each cluster into and how many students will then be on each team. Maria has an idea
how to do it. She knows that factors are going to be important. She just isnt sure how to make certain that each
cluster is divided into the same number of teams.
You can help Maria with this dilemma by learning about Greatest Common Factors, commonly called GCFs.
Pay close attention! At the end of the Concept you will be able to help Maria with the teams.
Guidance
In this Concept, you will be learning about the greatest common factor (GCF).
What is the greatest common factor?
The greatest common factor is the greatest factor that two or more numbers have in common. One way to find
the GCF is to make lists of the factors for two numbers and then choose the greatest factor that the two factors have
in common.
415
5.5. Greatest Common Factor Using Lists
www.ck12.org
Find the GCF for 12 and 16. It is helpful to order them from smallest to largest or largest to smallest in order to
make sure that you cover every factor.
First, we list the factors of 12 and 16.
12
16
1 12
1 16
26
28
34
44
Next, we can underline the GCF, the largest number that appears in both lists.
The GCF is 4.
Thats all there is to it!
Now it is your turn to practice finding the GCF using a list. Make a list for each pair of numbers and then find the
GCF of each pair.
Example A
24 and 36
Solution: 6
Example B
10 and 18
Solution: 2
Example C
18 and 45
Solution: 9
Now we can help Maria with the basketball dilemma. Lets go back and think about what we already know.
We can use the greatest common factor for the 6A and 6B to find the number of teams for each cluster.
Cluster 6A: 48 Students
Cluster 6B: 44 Students
48 1
44 1
24 2
22 2
12 4
11 4
68
The GCF of 48 and 44 is 4. The clusters can each be divided into 4 teams.
How many students will be on each team?
Cluster 6A: 48 4 = 12 students on each team
416
www.ck12.org
Cluster 6B: 44 4 = 11 students on each team

Now that we know about the teams, the students are ready to practice for the big basketball game!
Guided Practice

What is the GCF of 140 and 124?
Answer
140 has the following factors: 1, 140, 2, 70, 4, 35, 5, 28, 7, 20, 10, 14
124 has the following factors: 1, 124, 2, 62, 4, 31
The GCF of these two numbers is 4.
MEDIA
Video Review
MEDIA
James Sousa Greatest Common Factor
MEDIA
James Sousa Example of Determining the Greatest Common Factor

417
5.5. Greatest Common Factor Using Lists

Explore More
Directions: Find the GCF for each pair of numbers.

1. 9 and 21
2. 4 and 16
3. 6 and 8
4. 12 and 22
5. 24 and 30
6. 35 and 47
7. 35 and 50
8. 44 and 121
9. 48 and 144
10. 60 and 75
11. 21 and 13
12. 14 and 35
13. 81 and 36
14. 90 and 80
15. 22 and 33
16. 11 and 13
17. 15 and 30
18. 28 and 63
19. 67 and 14
20. 18 and 36
418
www.ck12.org
www.ck12.org
5.6 Greatest Common Factor Using Factor

Trees
Here youll learn how to find the greatest common factors of number by using factor trees.
Remember Maria from the Greatest Common Factor Using Lists? Well, in that Concept, she figured out the
basketball teams by using lists. What if she had done it a different way? Could the same result be expected?
Lets look at the problem again, but this time we will solve it another way.
Use this Concept to help Maria solve this problem in a new way.
Guidance
You just learned how to find the GCF by making lists. We can also find the GCF by making a factor tree.
Find the GCF of 20 and 30.
First, we make a factor tree for each number.
419
5.6. Greatest Common Factor Using Factor Trees
20

\
4

www.ck12.org
30

\
6

\
2 2
3 2
2 5
532
Here is a tricky one because there is more than one common prime factor. We have both five and two as common
factors. When you have more than one common factor, we multiply the common factors to find the GCF.
2 5 = 10
10 is the greatest common factor (GCF).
Now it is your turn. Use factor trees to find the GCF of each pair of numbers.
Example A
14 and 28
Solution: 14
Example B
12 and 24
Solution: 12
Example C
16 and 18
Solution: 2
Now lets go back to Maria and the basketball game. Here is the original problem once again.
420
www.ck12.org
The first thing that we are going to do is to build two factor trees so that we can identify the greatest common factor.
The two classes have 48 and 44 students in them. So we can create a factor tree for 44 and one for 48.
The two common factors are 2 and 2. Multiply those together and we find that the greatest common factor of 48 and
44 is 4.
The students should be divided into 4 teams.
421
5.6. Greatest Common Factor Using Factor Trees
www.ck12.org
Guided Practice

Find the GCF of 36 and 54 using factor trees.
The three common factors are 2, 3, and 3. Multiply those together and we find that the greatest common factor of 36
and 54 is 18.
The greatest common factor of 36 and 54 is 18.
Video Review
MEDIA
James Sousa Greatest Common Factor
MEDIA
James Sousa Example of Determining the Greatest Common Factor

Explore More
Directions: Name the greatest common factor for each pair of numbers. If there isnt a gcf for the pair, then write
none.
1. 14 and 28
2. 14 and 30
422
www.ck12.org
3. 16 and 36
4. 24 and 60
5. 72 and 108
6. 18 and 81
7. 80 and 200
8. 99 and 33
9. 27 and 117
10. 63 and 126
11. 89 and 178
12. 90 and 300
13. 56 and 104
14. 63 and 105
15. 72 and 128
423
5.7. Equivalent Fractions
www.ck12.org
5.7 Equivalent Fractions

Here youll learn how to write fractions equivalent to a given fraction.
Have you ever tried to serve equal portions of cake when the cakes were sliced differently? It can make "even" very
challenging!
At the sixth grade social, one of the activities is a room where students can play different board games. The students
make up their own teams and can play games like Chess, Monopoly or Scrabble. Then the teams play against each
other to determine a winner. Each winning team can choose 12 of a cake as their prize. Christian is in charge of
handing out the cakes. The Parent/Teacher Group has baked a bunch of different cakes for the prizes. Because the
teams are all different sizes, a Chess team might have two players while a Monopoly team could have a bunch of
players, the cakes have been cut into different numbers of slices. The chocolate cake has been cut into 10 slices. The
vanilla cake has been cut into 6 slices. The strawberry cake has been cut into 8 slices.
Christian is in charge of handing out the cake slices. He needs to be sure that each team receives the correct number
of slices to equal one-half of a cake. The first team has two people and chooses the chocolate cake. The second team
has three people and chooses the vanilla cake. The third team has four people and chooses the strawberry cake.
Christian has a tough dilemma. He can see that each cake has been cut into a different number of slices. He needs
to be sure that each team receives the correct number of slices so that the portion of the cake equals one-half.
Christian knows that equal fractions are going to be key to solving this dilemma. He just isnt sure where to start.
This is your task. You need to learn all about equivalent fractions so that you can help Christian pass out the
cake. This Concept will teach you everything that you need to know.
Guidance
Wow! Christian has got quite a dilemma to solve in the game room at the sixth grade social. He needs to know all
about fractions. Fractions are something that you have probably been working with for a while now. You first saw
them in elementary school. However, many students often have a difficult time working with fractions. It can be
challenging to start thinking about parts instead of wholes. That is what a fraction actually is, a part of a whole.
What is a fraction?
A fraction is a part of a whole.
When we work with fractions we think about the relationship between a part of something and the whole thing.
Fractions show up all the time in real life. Sometimes, we dont even realize that we are working with fractions
because they are everywhere!
A fraction has two parts.
424
www.ck12.org
It has a top number and a bottom number. The top number is called the numerator and tells us how many parts
we have out of the whole. The bottom number is the denominator. It tells us how many parts the whole has been
divided into.
4
5
= means we have four out of five parts.
The four is our numerator, it tells us how many parts we have. The five is our denominator, it tells us how many
parts the whole has been divided into.
We can also show fractions in a visual way by using a picture.
Here our whole has been divided into ten parts. This is our denominator. Five out of ten are shaded. This is our
numerator.
5
10
We could also write the fraction that is not shaded. In this example it would be the same thing since five out of ten
are shaded and five out of ten are not shaded.
Notice that
5
10
are shaded and this is the same as
1
2
of the whole being shaded.
What? Yes. Look again. Because this whole has been divided into five parts,
5
10
is the same as 12 .
These two fractions are equal or equivalent fractions. What is an equivalent fraction? Equivalent Fractions
are fractions that have the same value.
1
2
is equivalent to the fractions below. The bars below visually represent why this is true.
If we add up each part then we have a fraction that is equivalent to one half.
Take a look at these.
425
www.ck12.org
1 2 3 4
= = =
2 4 6 8
The fractions below are equivalent to 13 .
The bars below visually represent why this is true. The little numbers above each box show the number of sections
that each whole has been divided into. Notice that this number is also the denominator.
We can write an equivalent set of fractions for one-third too.

1 2 3
4
= = =
3 6 9 12
Now that you know what an equivalent fraction is, how can we write them without always drawing pictures?
Anytime that we want to create an equivalent fraction we multiply the numerator and denominator by the
same number.
Create a fraction equivalent to 34 .
To do this, we need to multiply the numerator and denominator by the same number. Lets choose 2. Two is always
a good place to start.
32 6
=
42 8
6 3
=
8 4
It is time for you to try this out. Create an equivalent fraction for each fraction below.
Example A
1
4
Solution:
426
2
8
www.ck12.org
Example B
2
3
Solution:
6
9
Example C
4
5
Solution:
8
10
Now lets go back to the cakes. Here is the original problem once again.
The chocolate cake has been cut into 10 slices. The vanilla cake has been cut into 6 slices. The strawberry cake has
been cut into 8 slices.
Christian is in charge of handing out the cake slices. He needs to be sure that each team receives the correct number
of slices to equal one-half of a cake.
The first team chooses the chocolate cake.
The second team chooses the vanilla cake. The third team chooses the strawberry cake.
Now lets look at figuring out how many slices of cake each team should get based on getting one-half of the
cake.
The first team has two people and chooses the chocolate cake. The chocolate cake has 10 slices. If they are going to
get one-half of the cake, how many slices should that team receive? To do this, we need to find a fraction equivalent
to one-half that has ten has a denominator.
1
=
2 10
What is one-half of ten? That is five. Lets try that and see if it works.
1
5
=
2 10
To check our work, we can simplify
cake.
5
10 .
If we get one-half, then we know that the team should receive five slices of
55
1
=
10 5 2
Having checked his work, Christian gives the first team five slices of cake. Wow! That is a lot of cake for two people
to eat.
Next, Christian moves on to the second team. They chose the vanilla cake which has been cut into six slices.
If they are going to get one-half of the cake, how many slices out of the 6 should they receive? Here is an
equivalent fraction to solve.
1
=
2 6
427
www.ck12.org
What is one-half of 6? Lets try 3 and see if that works.
1 3
=
2 6
Go ahead and simplify three-sixths in your notebook. Did you get one-half?
Yes. Christian gives the second team three slices of cake.
The third team has chosen the strawberry cake. It is cut into 8 slices. Go ahead and work this one through in
your notebook first. See if you can figure out how many slices the third team will receive.
Christian gives the third team 4 slices of cake.
Did you get this answer? Take a minute to check your answer with a friend.
All of the teams have received their cake. Christian feels great about figuring out equivalent fractions.
Guided Practice

Write two equivalent fractions for the following fraction.
6
12
Answer
This fraction can be simplified.
1
2
We can also multiply the numerator and the denominator by the same value and create an equivalent fraction. Lets
multiply the numerator and denominator by 4.
24
48
Here are our two new equivalent fractions.

MEDIA
MEDIA
428
www.ck12.org
Video Review
MEDIA
Khan Academy Equivalent Fractions
MEDIA
James Sousa Example of Determining Equivalent Fractions

Explore More
Directions: Write an equivalent fraction for each fraction listed below.

1.
2.
3.
4.
5.
6.
7.
8.
9.
1
2
1
3
1
4
1
5
2
3
2
5
3
4
3
10
2
9
10.
2
7
Directions: Determine whether or not each pair of fractions is equivalent. Use true or false as your answer
11.
12.
13.
14.
15.
1
2
2
3
and
2
5
3
7
5
9
and
and
and
and
3
6
4
9
4
20
9
21
25
45
429
5.8. Fractions in Simplest Form
www.ck12.org
5.8 Fractions in Simplest Form

Here youll learn to write fractions in simplest form.
Have you ever had to cut a pan of brownies evenly? It can be more challenging than one would think.
Tessa made a pan of brownies for the sixth grade social. She cut the brownie pan into sixteen brownies. She sold 12
out of 16 brownies at the bake sale.
What fraction of the brownies did she sell? What fraction did she not sell?
To identify each fraction, you will need to know how to simplify. This Concept will teach you how to write
each fraction and then how to simplify each of them.
Guidance
One of the trickiest skills involving equivalent fractions is being able to determine whether or not they are equivalent.
Are
3
6
and
4
8
equivalent?
This is tricky because we cant tell if the numerator and denominator were multiplied by the same number. These
fractions look like they might be equal, but how can we tell for sure? This is where simplifying fractions is important.
How do we simplify fractions? You can think of simplifying fractions as the opposite of creating equal fractions.
When we created equal fractions we multiplied. When we simplify fractions, we divide.
What do we divide? To simplify a fraction, we divide the top and the bottom number by the Greatest Common
Factor.
Lets simplify 63 . To do this, we need to divide the numerator and denominator by the GCF.
The GCF of 3 and 6 is 3.
33 1
=
63 2
Lets simplify 48 . To do this, we need to divide the numerator and the denominator by the GCF.
The GCF of 4 and 8 is 4.
44 1
=
84 2
We can see that
3
6
and
4
8
= 12 . They are equivalent fractions.
We can use simplifying to determine if two fractions are equivalent, or we can just simplify a fraction to be
sure that it is the simplest it can be. Sometimes you will also hear simplifying called reducing a fraction.
Simplify the following fractions by dividing by the GCF of the numerator and the denominator.
Example A
4
20
Solution:
430
1
5
www.ck12.org
Example B
8
16
Solution:
1
2
Example C
5
15
Solution:
1
3
Do you understand how to write the brownie fractions and simplify them? Here is the original problem once again.
Tessa made a pan of brownies for the sixth grade social. She cut the brownie pan into sixteen brownies. She sold 12
out of 16 brownies at the bake sale.
What fraction of the brownies did she sell? What fraction did she not sell?
First, lets write the fraction that she sold and simplify it. Tessa sold 12 out of 16 brownies.
12
16
simplifies to
3
4
She did not sell 4 out of 16 brownies.

4
16
simplifies to
1
4
This is the solution to the problem.

Guided Practice

Simplify the following fraction.
48
60
Answer
To start, we have to find the GCF of both 48 and 60. The GCF of 48 and 60 is 12.
We can divide both the numerator and the denominator by 12.
4
5
is our simplified fraction.
MEDIA
Video Review
431
5.8. Fractions in Simplest Form
www.ck12.org
MEDIA
Khan Academy: Fractions in lowest terms

http://www.mathplayground.com/howto_fractions_reduce.html a blackboard style video on reducing/simplifying
fractions
Explore More
Directions: Simplify each fraction. If the fraction is already in simplest form write simplest form for your answer.
1.
2.
3.
4.
5.
6.
8
10
4
10
2
10
2
12
3
12
4
9
5
20
8. 12
24
9. 12
36
10. 11
44
11. 20
45
12. 18
20
13. 12
30
14. 22
40
7.
15.
432
35
63
www.ck12.org
5.9 Common Multiples

Here youll learn to identify multiples and find common multiples for pairs of numbers.
Have you ever had a scheduling conflict? Scheduling conflicts happen all the time.
As the sixth grade has been planning for the social, each cluster formed a decoration committee. Each decoration
committee was given the opportunity every few days to meet in the art room and make decorations for the social.
Some students worked on banners, some worked on posters, some worked with streamers. All of the students had a
terrific time. The big conflict is that every few days both groups seem to be in the art room at the same time and there
are never enough supplies for everyone. Mr. Caron the art teacher wants to figure out why this keeps happening.
Cluster 6A gets to work in the art room every two days. Cluster 6B gets to work in the art room every three days.
If Mr. Caron could figure out when the groups are both in the art room on the same day, then he would have more
art supplies ready, or on those days, he could plan for the students to work on a bigger project.
Which days will the students all be in the art room together?
Pay attention and at the end of the Concept you will help solve the dilemma.
Guidance
In mathematics, you have been working with multiples for a long time. One of the first things that you probably
learned was how to count by twos or threes. Counting by twos and threes is counting by multiples. When you were
small, you didnt call it counting by multiples, but that is exactly what you were doing.
What is a multiple?
A multiple is the product of a quantity and a whole number. What does that mean exactly? It means that when
you start with a number like 3, it becomes the quantity. Then you multiply that quantity by different whole numbers.
3 2 = 6, 3 3 = 9, 3 4 = 12, 3 5 = 15, 3 6 = 18
Listing out these products is the same as listing out multiples.
3, 6, 9, 12, 15, 18.....
You can see that this is also the same as counting by threes.
The dots at the end mean that these multiples can go on and on and on. Each pair of numbers has an infinite number
of multiples.
433
5.9. Common Multiples
www.ck12.org
List six multiples for 4.

To do this, we can think of taking the quantity 4 and multiplying it by 2, 3, 4, 5, 6.....
4 2 = 8, 4 3 = 12, 4 4 = 16, 4 5 = 20, 4 6 = 24
Our answer is 4, 8, 12, 16, 20, 24....
What is a common multiple?
A common multiple is a multiple that two or more numbers have in common.
What are some common multiples of 3 and 4? To start to find the common multiples, we first need to write out
multiples for 3 and 4. To hopefully find quite a few common multiples, we can list out multiples through multiplying
by 12.
3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36
4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48
Some of the common multiples of 3 and 4 are 12, 24, 36.
Now it is time for you to practice.
Example A
List out seven multiples of 6.

Solution: 6, 12, 18, 24, 30, 36, 48
Example B
List out six multiples of 8.

Solution: 8, 16, 24, 32, 40, 48
Example C
What are the first couple common multiples of 6 and 8?

Solution: 24 and 48
Have you figured out how to work with the scheduling dilemma in the art room?
Lets think about how to solve the dilemma. We want to know the days that the students will meet in the art room.
We need common multiples to figure this out.
Since 6A meets every two days, two will be the first quantity.
Since 6B meets every three days, three will be the second quantity.
Now lets list multiples of two and three. Common multiples will show the days that the students will both meet in
the art room.
2 4 6 8 10 12 14 16 18 20 22 24 26 28 30
3 6 9 12 15 18 21 24 27 30
Common multiples are 6, 12, 18, 24, 30.
The students will both be in the art room on these days.
434
www.ck12.org
Guided Practice

What are common multiples of 3 and 7?
Answer
To figure this out, we can first list multiples of each number.
3, 6, 9, 12, 15, 18, 21, 24, 27, 30
7, 14, 21, 28, 35, 42
In this list, the only common multiple between 3 and 7 is 21. We could find more multiples by increasing the
length of our list of multiples of 3 and 7.
Video Review
MEDIA
Khan Academy Least Common Multiple
MEDIA
James Sousa Least Common Multiple

Explore More
Directions: List the first five multiples for each of the following numbers.
1. 3
2. 5
3. 6
4. 7
5. 8
Directions: Find two common multiples of each pair of numbers.
6. 3 and 5
7. 2 and 3
435
5.9. Common Multiples

8. 3 and 4
9. 2 and 6
10. 3 and 9
11. 5 and 7
12. 4 and 12
13. 5 and 6
14. 10 and 12
15. 5 and 8
436
www.ck12.org
www.ck12.org
5.10 Least Common Multiple

Here youll learn to find least common multiples of numbers by using lists.
Remember Mr. Caron and the art room in the Common Multiples Concept? Well, while knowing the days that the
students would meet in the art room was helpful, Mr. Caron now wants to figure out what the first day that this will
happen will be. Lets review a bit about what we learned in the last Concept.
Cluster 6A gets to work in the art room every two days. Cluster 6B gets to work in the art room every three days.
If Mr. Caron could figure out when the groups are both in the art room on the same day, then he would have more
art supplies ready. Or on those days, he could plan for the students to work on a bigger project. If 6A works in the
art room every two days and 6B works in the art room every three days, when is the first day that all of the
students will be working in the art room together?
We know that the students will meet on 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30
3 6 9 12 15 18 21 24 27 30
The common multiples are 6, 12, 18, 24, 30. But how can we figure out their first day? This is where least
common multiples become important!
Guidance
We can also find the least common multiple of a pair of numbers.

What is the least common multiple? The least common multiple (LCM) is just what it sounds like, the smallest
multiple that two numbers have in common.
Lets look back at the common multiples for 3 and 4.
3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36
4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48
Here we know that the common multiples are 12, 24 and 36.
The LCM of these two numbers is 12. It is the smallest number that they both have in common.
We used lists of multiples for 3 and 4 to find the common multiples and then the least common multiple.
Find the Least Common Multiple for each pair of numbers.

Example A
5 and 3
437
5.10. Least Common Multiple
www.ck12.org
Solution: 15
Example B
2 and 6
Solution: 6
Example C
4 and 6
Solution: 12
Now lets go back to Mr. Caron. He already has the lists of common days that all the students will be in the art room.
Now we can use those lists to figure out the first day that this will happen. Take a look.
Since 6A meets every two days, two will be the first quantity. Since 6B meets every three days, three will be
the second quantity. Now lets list the multiples of two and three. The common multiples will show the days
that the students will both meet in the art room. The least common multiple will show the first day that the
students will both meet in the art room.
2 4 6 8 10 12 14 16 18 20 22 24 26 28 30
3 6 9 12 15 18 21 24 27 30
The common multiples are 6, 12, 18, 24, 30. The least common multiple is 6. The students will both be in the
art room on these days.
If the students start the decoration committee on a Monday, what is the first day of the week that the students
will both be in the art room? We can make a list of days to figure this out.
Day 1 Monday
Day 2 Tuesday
Day 3 Wednesday
Day 4 Thursday
Day 5 Friday
Day 6 Monday this the first day that both groups will be in the art room at the same time
Sometimes when you have a scheduling conflict like the one Mr. Caron had, using least common multiples is
a great way to solve it!!
Guided Practice

Find the LCM of 20 and 15.
Answer
To do this, first lets list out the multiples of both numbers.
20 = 20, 40, 60, 80, 100
15 = 30, 45, 60
The LCM Of 20 and 15 is 60.
438
www.ck12.org
MEDIA
Video Review
MEDIA
James Sousa Example of Determining Least Common Multiple Using a List of Multiples
1. http://www.mathplayground.com/howto_gcflcm.html This video covers finding the greatest common factor
and the least common multiple of two numbers.
Explore More
Directions: Find the least common multiple of each pair of numbers.

1. 3 and 5
2. 2 and 3
3. 3 and 4
4. 2 and 6
5. 3 and 9
6. 5 and 7
7. 4 and 12
8. 5 and 6
9. 10 and 12
10. 5 and 8
439
5.11. Fraction Comparison with Lowest Common Denominators
www.ck12.org
5.11 Fraction Comparison with Lowest Common Denominators

Here youll learn how to compare fractions using the lowest common denominators.
Have you ever been to an ice cream social? Well, the sixth grade is having one. Terrence and Emilia estimated that
one - third of the class will want to eat vanilla ice cream and four - sevenths of the class will want to eat chocolate ice
cream. They havent even gotten to the toppings yet. If these two estimates are accurate, which flavor of ice cream
will be the most popular?
This is where you come in. You will need to understand how to compare fractions, and that is what you will
learn in this Concept.
Guidance
Previously we worked on equivalent fractions, you may have noticed that some fractions have different denominators. Remember that when we are talking about the denominator we are talking about the bottom number of the
fraction. The numerator refers to the top number of the fraction.
1
4
and
2
3
Here we have two different fractions with two different denominators. Remember that the denominator lets us know
how many parts one whole has been divided into. Here the first fraction, one-fourth, has been divided into four parts.
The second fraction, two-thirds, has been divided into three parts. In this example, we have two different fractions
to compare.
How do we compare fractions?
When we compare two fractions, we want to figure out which fraction is larger and which one is smaller. If we have
two fractions with the same denominator, it becomes easier to determine which fraction is greater and which one is
440
www.ck12.org
less.
1
5
3
5
We want to use greater than >, less than <or equal to = to compare these two fractions. This one is easy because our
denominators are the same. They have common or like denominators. Think about this in terms of pizza.
If both pizzas were divided into five pieces and one person has one-fifth of the pizza and the other person has threefifths of the pizza, who has more pizza? The person with three-fifths of the pizza has more pizza. Therefore, we can
compare those fractions like this.
1 3
<
5 5
How do we compare fractions that do not have common or like denominators?
When we are trying to compare two fractions that do not have like denominators, it helps to rewrite them so
that they have a common denominator.
Lets look at the two fractions we had earlier.
1
4
2
3
We want to compare these fractions, but that is difficult because we have two different denominators. We can rewrite
the denominators by finding the least common multiple of each denominator. This least common multiple becomes
the lowest common denominator.
First, write out the multiples of 4 and 3.
4, 8, 12
3, 6, 9, 12
I can stop there because twelve is the lowest common denominator of both 4 and 3. Next, we rewrite the each
fraction in terms of twelfths. This means we make an a fraction equivalent to one-fourth in terms of twelfths,
and we make a fraction equivalent to two-thirds in terms of twelfths.
441
www.ck12.org
1
=
4 12
Remember back to creating equal fractions? We multiplied the numerator and the denominator by the same number
to create the equal fraction. Well, half of our work is done for us here. Four times three is twelve. We need to
complete our equal fraction by multiplying the numerator by 3 too.
1
3
=
4 12
Now we can work on rewriting two-thirds in terms of twelfths.
2
8
=
3 12
Now that both fractions have been written in terms of twelfths, we can compare them.
8
3
<
12 12
so
1 2
<
4 3
Now it is time for you to practice. Rewrite each with a lowest common denominator and compare using <, >, or =.
Example A
2
5
6
10
Solution: <
Example B
2
3
1
9
Solution: >
Example C
3
4
6
8
Solution: =
Now lets think about the ice cream social. Have you figured out how to compare those fractions?
We need to figure out which flavor will be more popular based on the estimates.
442
www.ck12.org
Terrence and Emilia estimated that one - third of the class will want to eat vanilla ice cream and four - sevenths of
the class will want to eat chocolate ice cream.
We need to compare one - third with four - sevenths.
1
3
4
7
To accurately compare these fractions, we need to find the lowest common denominator of each fraction.
The lowest common denominator of 3 and 7 is 21.
Now we can rename these fractions.
7
21
12
21
The chocolate ice cream is more popular than the vanilla.
Guided Practice

Compare the following fractions.
3
4
6
9
Answer
To do this, we have to rename both fractions in terms of a lowest common denominator.
The lowest common denominator between 9 and 4 is 36.
24
36
27
36
Our answer is less than.
Video Review
1. http://www.mathplayground.com/howto_comparefractions.html This is a great video on comparing and

ordering fractions. The information is presented very clearly.
Explore More
Directions: Rename each in terms of tenths.

1.
2.
3.
4.
1
5
3
5
1
2
4
5
Directions: Complete each equal fraction.

5.
1
3
6.
2
3
18
7.
5
6
2
7
4
9
18
14
36
8.
9.
443

10.
3
4
48
Directions: Identify the lowest common denominator for each pair of numbers.
11. 3 and 6
12. 4 and 10
13. 5 and 3
14. 7 and 2
15. 8 and 4
16. 6 and 4
17. 8 and 5
18. 12 and 5
19. 9 and 2
20. 6 and 7
Directions: Compare the following fractions using <, >, or =
22.
1
2
2
3
1
3
3
9
23.
4
6
2
3
24.
6
10
9
18
21.
25.
444
4
5
3
6
www.ck12.org
www.ck12.org
5.12 Fraction Ordering with Lowest Common

Denominators
Here youll learn to order fractions using lowest common denominators.
Have you ever gone to a place where you could make your own sundae? It is a delicious idea.
The students in the sixth grade have decided to add a Make Your Own Ice Cream Sundae to the sixth grade social.
They figure if they charge $1.50 per sundae, then they can make some money for the next sixth grade social. On
Friday night, the first eight students came in and made their sundaes. They looked delicious! Here is what the
students chose for their ice cream and toppings.
6
8
1
4
2
8
chose vanilla ice cream
5
8
3
8
2
4
chose hot fudge
chose chocolate ice cream

chose sprinkles
chose caramel
chose nuts
Terrence wants to figure out which toppings were the most popular and which toppings were the least popular. You
are going to help him do this.
In this Concept, you will learn all about ordering fractions. When you see this problem again at the end of the
Concept, you will know how to help Terrence write the toppings in order from the most popular or greatest
to the least popular.
445
5.12. Fraction Ordering with Lowest Common Denominators
www.ck12.org
Guidance
In an earlier Concept, you learned how to compare fractions with different denominators.
Sometimes, we need to write fractions in order from least to greatest or from greatest to least.
If we have fractions with common denominators, this becomes very simple.
Write in order from least to greatest. 49 , 92 , 89 , 39 , 69
Since all of these fractions are written in ninths, the common denominator, we can use the numerators and
arrange them in order from the smallest numerator to the largest numerator.
Our answer is 92 , 39 , 94 , 96 , 89 .
How do we order fractions that do not have a common denominator?
To do this, we will need to rewrite the fractions using a common denominator. This is the best way to know how
to order the fractions.
2 1 1 5
, , ,
3 4 2 6
If we wanted to write these fractions in order from least to greatest, we would need to rewrite them so that they have
a common denominator.
We can use the lowest common denominator (LCD) for 3, 4, 2 and 6. That number would be 12.
Next, we rewrite each fraction in terms of twelfths.

2
3
1
4
1
2
5
6
Our answer is
3 6 8 10
12 , 12 , 12 , 12
= 14 , 12 , 32 , 65 .
Try a few of these on your own.

Example A
What is the LCD for 3, 5, and 6?

Solution: 30
446
8
12
3
=
12
6
=
12
10
=
12
=
www.ck12.org
Example B
Rename 45 , 15 , 23 .
Solution:
24 6 20
30 , 30 , 30 .
Example C
Next write them in order from greatest to least.

Solution:
6 20 24
30 , 30 , 30
Now lets go back to the ice cream sundaes at the sixth grade social.
Since we are only interested in ordering the toppings, we dont need to underline the ice cream flavors. The topping
that is the most popular is the greatest fraction and the topping that is the least popular is the smallest fraction.
To order these fractions, we will need to rewrite them all with the same lowest common denominator. The
lowest common denominator for 4 and 8 is 8.
We only need to change
2
4
= 48 .
Now we can write them in order.
2 3 4 5
, , ,
8 8 8 8
Now we can write the toppings in order from the most popular to the least popular.
1.
2.
3.
4.
Hot fudge
Nuts
Caramel
Sprinkles
Terrence is surprised by his findings. He didnt think that caramel would be more popular than sprinkles!
Guided Practice

Write the following fractions in order from least to greatest.
4 2 5
7, 3, 7
Answer
To complete this task, we have to rename the fractions in terms of a lowest common denominator. In this case, the
lowest common denominator of 3 and 7 is 21.
12 14 15
21 , 21 , 21
Now we can rewrite them in order from least to greatest.

4 2 5
7, 3, 7
Notice that the original order was in order from least to greatest.
447
5.12. Fraction Ordering with Lowest Common Denominators

Video Review
MEDIA
James Sousa Ordering Fractions with Different Denominators

Explore More
Directions: Write each series in order from least to greatest.

1. 56 , 13 , 49
2. 67 , 14 , 23
3. 66 , 45 , 23
4. 12 , 35 , 23
5. 27 , 14 , 36
6. 16 , 29 , 25
4 4 3
16 , 5 , 7
9 4 3
, 5, 4
8. 10
9. 54 , 12 , 23
9 2 3
10. 11
, 3, 4
11. 47 , 51 , 38
7.
12. 67 , 31 , 25
13. 78 , 54 , 13
14. 16 , 54 , 24
15. 19 , 74 , 29 , 78
448
www.ck12.org
www.ck12.org
5.13 Length Measurements to a Fraction of an

Inch
Here youll learn how to measure lengths to a fraction of an inch.
Have you ever had to measure something, and it wasnt an even inch? Here is a situation just like that one.
Margaret and Sarah are working in the art room. They are making mosaics. To make a mosaic, you have to cut a
piece of cardboard or wood, then you glue different colored tiles onto the wood or cardboard to make a picture.
Sarah has measured her wood, and has measured her tiles. She is trying to figure out how many tiles to put
horizontally on the piece of wood. This is tricky because the tiles arent an even measure. Sarah has chosen a
really beautiful tile, but she has this dilemma.
Here is what her ruler says:
Do you know what the side length of the tile is?

This Concept is all about measuring lengths to a fraction of an inch. When finished, you will know how to
help Sarah.
Guidance
One of the places that we often see fractions in real life is when we measure different things. Think about using a
ruler, sometimes you will have something that measures evenly, meaning that the item measures in whole inches.
More often, you will have an item that does not measure evenly. When this happens, you will need to measure the
item to a fraction of an inch.
Each whole inch has sixteen lines. This is because one inch is 16
16 of an inch long. Count four lines, you are at
4
1
8
or
(a
quarter)
of
an
inch.
Count
to
the
eighth
line,
you
are
at 16
or 12 (one half) of an inch. Count to the
16
4
3
twelfth line is 12
16 or 4 (three fourths) of an inch.
If you look at this ruler, you will see that the arrow is above a line that does not indicate one whole inch. We need to
use our fractions to write this fraction of an inch. If we were to count the lines, we would see that the arrow is above
the eighth line. Here is our measurement to a fraction of an inch.
Our answer is
8
16
or 21 .
We can also have an example where we have a whole number measurement and then a fraction of another inch.
449
5.13. Length Measurements to a Fraction of an Inch
www.ck12.org
To measure this measurement, we can see that we have 1 and a fraction of an inch. If you look you can see that the
3
arrow is above 1 12
16 or 1 4 .
Our answer is 1 34 .
Now it is time for you to try a few on your own. Simplify the fraction too.
Example A
What is the second quarter inch between 3 and 4?

Solution: 3 21 inches
Example B
Locate 2 12 inches on a ruler. Check your answer with a friend.

Solution: The line should be exactly half - way between 2 and 3.
Example C
How many parts is a ruler divided into?

Solution: 16 parts
Now back to the original dilemma about tile.
Margaret and Sarah are working in the art room. They are making mosaics. To make a mosaic, you have to cut a
piece of cardboard or wood, then you glue different colored tiles onto the wood or cardboard to make a picture.
Sarah has measured her wood, and has measured her tiles. She is trying to figure out how many tiles to put
horizontally on the piece of wood. This is tricky because the tiles arent an even measure. Sarah has chosen a
really beautiful tile, but she has this dilemma.
Here is what her ruler says:
Do you know what the side length of the tile is?

If you look at this measurement, you will see that it is between 3 and 4 inches. The first longer line has been indicated
by the arrow. This is the first quarter inch.
Sarahs tile is 3 14 inches long.
This is our answer.
450
www.ck12.org
Guided Practice

What is the measure of the crayon?
Answer
The crayon is 3 34 inches.
Video Review
MEDIA
MathLessons: How to Convert Inches Into a Fraction

Explore More
Directions: The best way to learn how to measure lengths to a fraction of an inch is to practice. For this practice set,
you will be working with a partner. You will each need a ruler. Now follow these directions.
1. Find 15 items of all different sizes.
2. Next, you should each make a list of the names of the items that you have selected.
3. Measure each item and write down the measurements. Do this independently.
4. Compare measurements with your partner.
5. Discuss any discrepancies and make adjustments as needed.
451
5.14. Mixed Numbers as Improper Fractions
www.ck12.org
5.14 Mixed Numbers as Improper Fractions

Here youll learn how to rewrite mixed numbers as improper fractions.
Have you ever ordered multiple pizzas and then had to keep track of how many slices were eaten and how many
werent? Well, the sixth graders are having the same sort of dilemma.
Casey ordered eight pizzas for the drama club to enjoy. Each pizza was cut into ten slices. At the end of the pizza
party, there were two whole pizzas and two slices left.
How many slices werent eaten?
Can you express this as an improper fraction of pizza slices? Do you know what an improper fraction is?
This Concept is all about mixed numbers and improper fractions. At the end of it, you will know how to figure
all of this out.
Guidance
In the last Concept on measuring to a fraction of an inch, sometimes we ended up with measurements that included
whole inches and parts of a whole inch or a fraction of an inch. When we have wholes and parts together, we have a
new type of number. It is called a mixed number.
A mixed number is a number that has both wholes and parts in it.
1
4
Here we have a mixed number. We have five whole items and one-fourth of a whole.
Now you know how to identify a mixed number. The opposite of a mixed number is an improper fraction.
What is an improper fraction?
An improper fraction is a fraction that has a larger numerator and a smaller denominator.
Huh? What does this mean?
12
5
452
www.ck12.org
Lets think about what this means. If the denominator tells us how many parts the whole has been divided into,
then this whole has been divided into 5 parts. The numerator tells us how many parts of the whole we have
in this case, we have twelve parts. What? If we have twelve out of five parts, then we have MORE than one
whole. One whole would be five out of five parts, but we have 12 out of 5 parts. This is where mixed numbers
come in.
How do we write a mixed number as an improper fraction?

To write a mixed number as an improper fraction, we want to write a fraction in terms of parts instead of in terms of
wholes and parts.
Change 2 13 to an improper fraction.
To do this, we multiply the whole number times the denominator and add the numerator. Then we put this
over the original denominator.
23+1=7
Our original denominator is 3.
Our answer is 2 13 = 73 .
Notice that the mixed number and the improper fraction are also equivalent.
Change the following mixed numbers to improper fractions.
Example A
3 31
Solution:
10
3
Example B
5 23
Solution: 17
3
Example C
6 18
Solution:
49
8
Now back to the pizza dilemma. Have you figured out the answer? Here is the original problem once again.
Casey ordered eight pizzas for the drama club to enjoy. Each pizza was cut into ten slices. At the end of the pizza
party, there were two whole pizzas and two slices left.
453
5.14. Mixed Numbers as Improper Fractions
www.ck12.org
How many slices werent eaten?

Can you express this as an improper fraction of pizza slices? Do you know what an improper fraction is?
First, lets think about how many slices werent eaten.
2
Two whole pizzas and two slices = 2 10
We can convert that to an improper fraction.

Our answer is
22
10
slices of pizza werent eaten.
Guided Practice

Express 4 78 as an improper fraction.
Answer
To do this, we multiply the denominator of the fraction with the whole number and add the numerator. This will give
us our new numerator which is put over the original denominator.
39
8
MEDIA
Video Review
MEDIA
Khan Academy Mixed Numbers and Improper Fractions
MEDIA
454
www.ck12.org
James Sousa Mixed Numbers and Improper Fractions
MEDIA
James Sousa Example Converting a Mixed Number to an Improper Fraction

Explore More
Directions: Write each mixed number as an improper fraction.

1. 2 12
2. 3 14
3. 5 13
4. 4 23
5. 6 14
6. 6 25
7. 7 13
8. 8 25
9. 7 45
10. 8 72
11. 8 34
12. 9 56
13. 6 58
14. 9 23
15. 5 12
16. 16 14
455
5.15. Improper Fractions as Mixed Numbers
www.ck12.org
5.15 Improper Fractions as Mixed Numbers

Here youll learn how to rewrite improper fractions as mixed numbers.
At the sixth grade social, the teachers want to provide the students with pizza as a treat. Kids love pizza and the sixth
graders arent any exception to this rule. The teachers want each student to receive two slices of pizza. There are 48
students in cluster 6A, and 44 students in cluster 6B.
When Mr. Scott, the teacher in 6B, calls the pizza place. He learns that there are two different options for slicing the
pizza. They can either slice it in 8ths or in 10ths. Mr. Scott isnt sure at first which way is the better way to go. But
because he is a teacher, he quickly figures out the math in his head and orders the pizzas cut into 10ths .
If Mr. Scott ordered the pizzas cut into 10ths , how many pizzas did he order? Will there be any pizza left over for the
teachers to have a slice? If Mr. Scott had ordered the pizzas cut into 8ths, how many pizzas would he have ordered?
Would there be any left over here?
Use what you learn in this Concept on fractions to help you figure out the pizza problem. Pay attention, after
all, there is pizza at stake!!
Guidance
Previously we worked on how to write a mixed number as an improper fraction. We can also work the other way
around too, we can write improper fractions as mixed numbers.
How do you write an improper fraction as a mixed number?
First, remember that when you write an improper fraction as a mixed number, that you are converting a fraction in
all parts to wholes and parts.
18
4
If I have eighteen-fourths, I have eighteen parts and the whole has only been divided into 4 parts. This means that
would be considered a whole.
4
4
When the numerator is larger than the denominator, you know that you have more than one whole.
To change an improper fraction to a mixed number, divide the denominator into the numerator. This will tell
you the number of wholes.
If there are any left over, this tells you the fraction part.
18 4 = 4
456
www.ck12.org
But there are 2 left over because 4 4 = 16 and our numerator is 18. The left over part becomes the numerator
over the original denominator.
Sometimes, you will have an improper fraction that converts to a whole number and not a mixed number.
18
9
Here eighteen divided by 9 is 2. There isnt a remainder, so there isnt a fraction. This improper fraction converts to
a whole number.
Our answer is 2.
Now it is time for you to try a few on your own. Be sure your fractions are in simplest form.
Example A
24
5
Solution:4 54
Example B
21
3
Solution: 7
Example C
32
6
Solution:5 31
Now back to the Pizza Problem. There are some facts here to help us with answering the questions.
If each student in each cluster is going to receive two slices of pizza, the first thing we need to do is to multiply the
number of students by 2.
48 + 44 = 92 2 = 184 slices
If Mr. Scott ordered the pizzas cut into 10, then he would need 184
10 . Here is a real life application of improper
fractions. We need 184 slices. The pizzas are cut into 10ths , so that means that we need 184
10 of pizza.
457
www.ck12.org
How many pizzas is that? To figure this out, we turn
184
10
into a mixed number.
184 10 = 18
4
10
He would need 18 pizzas and four slices from another pizza. That is the four-tenths. There would be six slices
left over, so there would be enough pizza for the teachers too. Mr. Scott ordered nineteen pizzas.
What if Mr. Scott ordered the pizzas cut into eighths? He would need 184
8 . The number of slices did not change,
but the way the pizza was sliced did change. How many pizzas would he need to order if the pizzas were cut into
eighths? We need to rewrite the improper fraction to a mixed number.
184 8 = 23 pizzas
There wouldnt be any slices left over, so there wouldnt be any extras for the teachers.
Since Mr. Scott enjoys a good slice of pizza too, he ordered the 19 pizzas that were divided into tenths.
Guided Practice

Express this improper fraction as a mixed number.
82
5
Answer
To convert this improper fraction, we divide 5 into 82 and use the remainder to form a new fraction.
16 52
MEDIA
Video Review
MEDIA
458
www.ck12.org
MEDIA
MEDIA
James Sousa Example Converting a Mixed Number to an Improper Fraction
MEDIA
James Sousa Example Converting an Improper Fraction to a Mixed Number

Explore More
Directions: Convert each improper fraction to a mixed number. Be sure to simplify when necessary.
1.
2.
3.
4.
5.
6.
22
3
44
5
14
3
7
2
10
3
47
9
50
7
60
8. 8
9. 43
8
10. 19
5
39
11. 7
12. 30
4
11
13. 7
7.
459

14.
15.
16.
460
26
5
89
8
70
14
www.ck12.org
www.ck12.org
5.16 Fraction and Mixed Number Comparison

Here youll learn how to compare and order improper fractions and mixed numbers.
Have you ever had to clean up after a party?
Keith and his sister were assigned the task of cleaning up after a party. Keith took all of the leftover tuna sandwiches
and his sister took all of the left over ham sandwiches.
Keith has
15
2
of tuna sandwiches.
His sister has 6 34 of ham sandwiches.

Who has more sandwiches?
This is a situation where you will need to know how to compare and order mixed numbers and improper
fractions. By the end of the Concept you will know how to figure out this question.
Guidance
Now that you have learned how to write mixed numbers and improper fractions and how to convert them back and
forth, we can look at how to compare them.
How do we compare a mixed number and an improper fraction?
We compare them by first making sure that they are in the same form. They both need to be mixed numbers otherwise
it is difficult to determine which one is greater and which one is less than.
1
2
15
4
The easiest thing to do here is to convert fifteen-fourths into a mixed number.

15
3
=3
4
4
Now we know that six and one-half is greater than fifteen-fourths.
Our answer is 6 12 >
15
4.
We can order improper fractions and mixed numbers in the same way. We have to be sure to convert them all to the
same form and then we write them in order.
4
1
4 12 , 10
6 , 3,79
To order these improper fractions from least to greatest, we must first change them all so that they are the same unit.
Lets change them all to mixed numbers.
10
4
6 = 16
4
1
3 = 13
= 1 23
Now we can write them in order from least to greatest.

4 10
1
1
3, 6 ,42,79
Try a few of these on your own. Compare the following mixed numbers and improper fractions.
461
5.16. Fraction and Mixed Number Comparison
www.ck12.org
Example A
4 12
12
5
Solution: >
Example B
16
3
22
5
Solution: <
Example C
4 41
17
4
Solution: =
Now lets go back to the party clean up. Here is the original dilemma once again.
Keith and his sister were assigned the task of cleaning up after a party. Keith took all of the leftover tuna sandwiches
and his sister took all of the left over ham sandwiches.
Keith has
15
2
of tuna sandwiches.
His sister has 6 34 of ham sandwiches.

Who has more sandwiches?
To answer this question, we will need to convert the improper fraction to a mixed number. Once this is done, it will
be easier to compare the two quantities.
15
2
= 7 12
Based on this mixed number, Keith has more sandwiches.

There are more tuna sandwiches left over.
Guided Practice

29
3
7 31
Answer
To compare these two values, we first need to convert the improper fraction to a mixed number.
29
3
= 9 23
Now it is easy to compare them.

29
3
> 7 13
This is our answer.
Video Review
462
www.ck12.org
MEDIA
MEDIA

Explore More
Directions: Compare each set of values using <, >or =.

1.
12
5
2 14
2.
16
5
44
9
3 12
45
7
19
4
16
8
49
5
99
10
6 12
3.
4.
5.
6.
7.
8.
69
4
10. 70
3
80
11. 8
9.
12.
13.
14.
15.
75
3
18
3
99
3
78
4
6 13
4 34
2
6 23
10
8 25
10 74
40
4
25
24
6
33
11
10 98
463
5.17. Decimals as Fractions
www.ck12.org
5.17 Decimals as Fractions

Here youll learn how to write decimals as fractions.
Have you ever tried to fix something? Using tools can be tricky and sometimes you will need to know about fractions
and other times decimals and sometimes both! Look at what happened at the sixth grade social.
In the game room during the sixth grade social, the map of the world fell off of the wall. Mrs. Jennings was
monitoring this group, and she was very glad that no one was hurt. During the event, she put the map to the side to
be fixed later. On Monday, Aaron and Chris asked Mrs. Jennings if they could help Mr. Jones, the custodian, fix the
map. Mrs. Jennings said "Certainly!" and gave the boys permission to stay in from recess. Mr. Jones came to the
classroom with his tool box. The first thing he had the boys do was to measure the two holes that the map had fallen
from. The holes both measured 1 14 " in diameter. While Mr. Jones went to get his power drill, he asked Chris and
Aaron to select a peg that would best fit the two holes. Chris and Aaron have three different sized pegs to choose
from.
Peg 1 is 1.27 in diameter.
Chris and Aaron are puzzled. They know that they need to select the peg that is the closest to the size of the hole.
They just arent sure what to choose.
This is where you come in. In this Concept, you will learn all about converting decimals to fractions.
Once you know how to do this, you will be able to convert the peg sizes from decimals to fractions and selecting
the correct one will be simple.
Guidance
Decimals and fractions are related. They both represent a part of a whole. With a decimal, the part of a whole is
written using a decimal point. With a fraction, the part of a whole is written using a fraction bar and has a numerator
and a denominator. Because fractions and decimals are related, we can write decimals as fractions.
How do we write decimals as fractions?
We write a decimal as a fraction by using place value.
.67
464
www.ck12.org
TABLE 5.1:
Tens
Ones
Decimal
Point
.
Tenths
Hundredths
Thousandths
TenThousandths
If we read this fraction out loud, we say, Sixty-seven hundredths.

Converting this decimal to a fraction becomes easy because we have the numerator 67 and the denominator
hundredths.
The fraction is described by reading the decimal.
Our answer is
67
100 .
Our next step is to see if we can simplify this fraction. In this case, we cant simplify the fraction so our answer
remains the same.
Lets look at another one.
.5
We can write this decimal in our place value chart.
TABLE 5.2:
Tens
Ones
Decimal
Point
.
Tenths
Hundredths
Thousandths
TenThousandths
We read this decimal as five tenths. The numerator is the five and the denominator is the place value of
tenths.
Our answer is
5
10 .
Our next step is to see if we can simplify the fraction. This fraction simplifies to one-half.
Our final answer is 12 .
Now it is time for you to practice. Write the following decimals as fractions in simplest form.
Example A
.8
Solution:
8
10
4
5
Example B
.25
Solution:
25
100
1
4
3
4
Example C
.75
Solution:
75
100
465
5.17. Decimals as Fractions
www.ck12.org
Now lets go back to the problem at the sixth grade social.

For Chris and Aaron to select the correct peg, they are going to have to convert the peg sizes into mixed
numbers. Since the measurement of the holes is in mixed number form, if the peg size is in mixed number
form we can easily compare.
27
100
23
Peg 2 = 1.23 = 1
100
21
Peg 3 = 1.21 = 1
100
Peg 1 = 1.27 = 1
00
Our holes measured 1 14 in diameter. Uh Oh, we cant figure out which peg is the best choice because the
fraction part of the peg sizes is written in hundredths. The fraction part of the hole size is written in fourths.
00
We can convert the 1 41 to a denominator of 100.

1
25
1 =1
4
100
By comparing the sizes, we can see easily now that pegs 1 and 2 are the closest in size to the hole. We need to
use critical thinking to decide if one is better than the other. Since peg 1 is actually a little bit bigger than the
hole, it would not fit.
Our answer is Peg 2. That one is the closest to the size of the holes, without being too big to fit in at all.
Guided Practice

Jessie has completed .85 of her homework. If she was going to express this number as a fraction what would the
fraction be? Be sure to write your answer in simplest form.
Answer
First, notice that this decimal has two places, so we are working with hundredths. Therefore, the denominator of our
fraction is going to be 100.
85
100
Now we can simplify this fraction.

85
100
17
20
This is our answer.

Video Review
MEDIA
466
www.ck12.org
Khan Academy Decimals and Fractions

Explore More
Directions: Write each decimal as a fraction. You do not need to simplify them.
1. .67
2. .33
3. .45
4. .27
5. .56
6. .7
7. .98
8. .32
9. .04
10. .07
11. .056
12. .897
13. .372
14. .652
15. .032
467
5.18. Decimals as Mixed Numbers
www.ck12.org
5.18 Decimals as Mixed Numbers

Here youll learn to write decimals as mixed numbers.
Have you ever run track at school?
Henry enjoys running track. He ran a mile in 5.23 last month and hopes to beat his own record this month.
Henrys time was recorded using a decimal.
What would his time have been if it was written as a mixed number?
Writing decimals as mixed numbers is the content of this Concept. At the end of the Concept, you will know
how Henry can write his time as a mixed number.
Guidance
Some decimals represent both a part and a whole. We can take these decimals and write them as mixed numbers.
The mixed number and the decimal, which contains a part and a whole, are equivalent because they are both referring
to the same amount.
How do we write a decimal as a mixed number?
To write a decimal as a mixed number, we need to have a decimal that has both wholes and parts in it.
4.5
This decimal has four wholes and five tenths. Lets write this decimal in a place value chart so that we can convert
it to a mixed number.
TABLE 5.3:
Tens
Ones
4
Decimal
Point
.
Tenths
Hundredths
Thousandths
TenThousandths
We can read this decimal as four and five tenths. The four represents the wholes. The and represents the
decimal point. The five is the numerator of the fraction and the tenths represents the denominator.
5
The answer is 4 10
.
Next, we need to check and see if we can simplify this fraction. In this case, five-tenths can be simplified to
one-half.
Our final answer is 4 21 .
When we convert a decimal to a fraction, we are writing two parts that are equivalent or equal. Because of
this, we can write more than one equivalent fraction for any single decimal.
You will need to think back to our Concept on creating equivalent fractions for this to make sense.
.75
This decimal can be read as Seventy-five hundredths. We know that we can write the fraction by using these words
as we read the decimal. The seventy-five is our numerator and the hundredths is our denominator.
468
www.ck12.org
75
100
When we simplify this fraction, we have another equivalent fraction to .75.
75
3
=
100 4
Now we can keep on creating equivalent fractions for three-fourths by simply multiplying the same number
with the numerator and the denominator. Lets create another equivalent fraction by multiplying by two.
75
3 6
= =
100 4 8
We could go on and on. The important thing to notice is that each of these fractions is equivalent to .75, since
they are just different forms of the same thing.
How do we write equivalent fractions for decimals that have wholes and parts?
We are going to work with these decimals in the same way, except we will be converting them to mixed numbers
and then writing equivalent mixed numbers from there.
4.56
We can write this as a mixed number by reading the decimal. With four and fifty-six hundredths, the four is
the whole number, the fifty-six is the numerator and the denominator is the hundredths.
56
100
If we simplify the fraction part of this mixed number, we will have another mixed number that is equivalent
to the one that we just wrote. The greatest common factor of 56 and 100 is four. Now we can simplify the
fraction part.
56
14
=4
100
25
Try a few of these on your own. Write each decimal as a mixed number in simplest form.
Example A
7.8
Solution: 7 45
Example B
4.45
9
Solution: 4 20
469
5.18. Decimals as Mixed Numbers
www.ck12.org
Example C
2.25
Solution: 2 14
Now back to Henry and his running.
Henry enjoys running track. He ran a mile in 5.23 last month and hopes to beat his own record this month.
Henrys time was recorded using a decimal.
What would his time have been if it was written as a mixed number?
To write Henrys time as a mixed number, we have to separate the parts and the wholes.
23
5 100
Guided Practice

Write the following decimal as a mixed number in simplest form.
6.55
Answer
First, we separate the wholes and the parts.
55
6 100
But our work isnt done yet because this fraction can be simplified.
11
Our final answer is 6 20
.
Video Review
MEDIA
Khan Academy Decimals and Fractions

Explore More
Directions: Write each decimal as a mixed number. Simplify the fraction part if possible.
1. 3.5
2. 2.4
3. 13.2
4. 25.6
5. 3.45
470
www.ck12.org
6. 7.17
7. 18.18
8. 9.20
9. 7.65
10. 13.11
11. 7.25
12. 9.75
13. 10.10
14. 4.33
15. 8.22
471
5.19. Fractions as Decimals
www.ck12.org
5.19 Fractions as Decimals

Here youll learn how to write fractions as decimals.
Have you ever completed a survey?
After the sixth grade social, the students were given a survey. The survey asked the students about their favorite
events and whether or not they had a terrific time. Some of the students wished there had been more dancing, some
wished there had been more games, and some wished they could have attended at all. For different reasons, 6A had
40 out of 48 students attend and 6B had 42 out of 44 students attend.
After going through the surveys, Wendy, the class secretary, has tallied the results. She is most interested in figuring
out which cluster has more students who say that they had a terrific time at the social.
Here are the results.
In 6A,
36
40
said that they had a terrific time.
In 6B,
35
42
said that they had a terrific time.
Wendy thinks that 6A has more students who say that they had a terrific time. Is she correct?
To figure out whether or not Wendy is correct, it would help to learn how to convert fractions to decimals.
Once you have learned these skills, you can come back to this problem and figure out if Wendy has accurately
analyzed the situation.
Guidance
Previously we worked on converting decimals to fractions. Now we are going to work the other way around.
How do we convert a fraction to a decimal?
There are two ways to convert a fraction to a decimal.
The first way is to think in terms of place value. If we have a fraction that has ten as a denominator, we can
think of that fraction as tenths. Now we can figure out how to write the decimal.
6
= .6
10
There is one decimal place in tenths, so this decimal is accurate.
472
www.ck12.org
125
1000
There are three decimal places in a thousandths decimal. There are three digits in the numerator. We can easily
convert this to a decimal.
Our answer is .125.
The second way is to use division. We can take the numerator of a fraction and divide it by the denominator.
The denominator is the divisor and the numerator is the dividend.
3
5
We want to change 53 to a decimal. We can do this by dividing the numerator by the denominator. We will be adding
a decimal point and zero placeholders to help us with this division. Lets take a look.
.6
5)3.0
30
0
Our answer is .6.
Now it is time for you to try a few. Convert each fraction to a decimal.
Example A
8
10
Solution:.8
Example B
5
100
Solution:.05
Example C
3
5
473
5.19. Fractions as Decimals
www.ck12.org
Solution:.6
Now back to the survey!
If you look at the survey results for 6A and 6B you will see that they both have different denominators. Their
denominators arent base ten denominators either.
We need to convert both fractions into decimals to be able to compare them. The easiest way to do this is to divide
using a decimal point and zero placeholders.
.9
6A = 40)36.0
360
0
6A has .9 or
9
10
of the students who say that they had a terrific time.
.833
6B = 42)35.000
336
140
126
140
6B has a repeating decimal of .83.
Now we can compare the two decimals.
.9 > .83
Wendy was correct. 6A does have more students who say that they had a terrific time!!
Guided Practice

Write the following fraction as a decimal.
1
4
Answer
To write this as a decimal, we must first convert it into a denominator of 100.
1
4
25
100
Now we can write it as a decimal.

.25
This is our answer.
474
www.ck12.org
MEDIA
Video Review
MEDIA
Khan Academy Converting Fractions to Decimals
MEDIA
James Sousa Fractions to Decimals

Explore More
Directions: Write the following fractions as decimals.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
3
10
23
100
9
100
8
10
182
1000
25
100
6
10
125
1000
1
10
2
100
1
2
1
4
3
4
3
6
3
5
475
5.20. Mixed Numbers as Decimals
www.ck12.org
5.20 Mixed Numbers as Decimals

Here youll learn how to write mixed numbers as decimals.
Have you ever had to tile a floor? Take a look at this dilemma.
Kara is learning to work with mixed numbers. At the same time, she is working on tiling the entryway with her
mother. Together, they have 6 12 feet left to tile.
How could they write this number as a decimal?
This Concept will teach you all about how to write mixed numbers as decimals. Pay attention and you will be
able to complete this problem at the end of the Concept.
Guidance
Previously we worked on how to write fractions as decimals. You can use the two methods that you used in the last
Concept to write mixed numbers as decimals.
How can we write a decimal from a mixed number that has a base ten denominator?
When we have a base ten denominator in the fraction part of a mixed number, we can think in terms of place
value. Read the fraction to yourself and picture what this would look like as a decimal. You know that tenths
have one decimal place, hundredths have two, thousandths have three and so on. This information will guide
you in your work writing decimals.
3
10
The five is our whole number it goes to the left of the decimal point. Three-tenths can become .3. Our final answer
is 5.3.
How do we write a decimal when we dont have a base ten denominator?
When this happens, we need to use division.
1
5
We have the 8 as our whole number. It goes to the left of the decimal point. We divide 1 by 5 to get our decimal part
of the number. Once again, we add a decimal point and a zero placeholder to divide completely.
.2
5)1.0
10
0
Try a few of these on your own. Write each mixed number as a decimal.
476
www.ck12.org
Example A
13
6 100
Solution:6.13
Example B
9
15 10
Solution:15.9
Example C
6 14
Solution:6.25
Now back to Kara and the floor. Here is the original problem.
Kara is learning to work with mixed numbers. At the same time, she is working on tiling the entryway with her
mother. Together, they have 6 12 feet left to tile.
How could they write this number as a decimal?
To do this, we will need to separate the wholes from the parts.
Then we can divide the numerator of the fraction by the denominator to find the part of the decimal.
1 2 = .50
Kara and her mom have 6.50 feet left to tile.
Guided Practice

Write the following mixed number as a decimal.
16 43
Answer
To convert the fraction part into a decimal, we can divide or use a proportion. Here is a proportion.
3
4
75
100

Video Review
MEDIA
477
5.20. Mixed Numbers as Decimals
www.ck12.org
Khan Academy Converting Fractions to Decimals
MEDIA
James Sousa Fractions to Decimals

Explore More
Directions: Write each mixed number as a decimal.

1
1. 4 10
8
2. 6 10
6
3. 14 100
18
4. 7 100
9
5. 12 10
11
6. 24 100
19
7. 8 100
8. 5 10
20
9. 4 12
10. 7 31
2
11. 5 10
12. 9 18
2
13. 10 100
14. 46 14
15. 65 45
478
www.ck12.org
5.21 Repeating Decimals

Here youll learn to write fractions and mixed numbers as repeating decimals.
Have you ever had a math problem that you couldnt figure out?
Well, Josie is having a difficult time trying to figure one out. Josie is in charge of organizing the sixth and seventh
grade into six teams for field day. This would seem like an easy task, except that there are 49 students to split up.
Josie wrote the following problem.
49
6
She figured it would be easier to think of the problem in terms of an improper fraction. But that is where the trouble
began. She divided to convert the improper fraction to a mixed number but the answer came out funny.
This is Josies answer.
8.1666666
The sixes kept going and going.
Josie is puzzled and isnt sure what this means at all. Do you know?
This Concept is about repeating decimals. At the end of it, you will know how to help Josie.
Guidance
When we can convert a fraction by dividing the numerator by the denominator evenly to form a decimal, we call
this a terminating decimal. The word terminate means to end. All of the fractions we have been working with are
terminating decimals.
1
4
Here the 7 is our whole number and so it is placed to the left of the decimal point. We divide 1 by 4 to get the
decimal part.
.25
4)1.00
8
20
20
0
This is a terminating decimal. It is called that because once you added the decimal point and the zero
placeholders, you were able to divide the dividend by the divisor evenly.
What do we call a decimal that is NOT a terminating decimal?
A decimal that does not end and repeats the same number over and over again is called a repeating decimal. You
know that you have a repeating decimal if when you divide the numerator by the denominator, if you keep ending
up with the same number.
479
5.21. Repeating Decimals

Convert
2
3
www.ck12.org
to a decimal.
First, this does not have a base ten denominator so we will divide the numerator by the denominator.
.666
3)2.000
18
20
18
20
18
2
Look at what happens as we divide!!! The same remainder keeps showing up and our quotient becomes a series
of 6s. It doesnt matter if we keep adding zeros forever, our decimal will always repeat. When you have a decimal
that is a repeating decimal, we can add a line over the last digit in the quotient. This is a clue that the decimal
repeats.
Our answer is .666.
Divide these fractions and see if you end up with any repeating decimals.
Example A
1
3
Solution: .333333 is a repeating decimal

Example B
1
8
Solution: .125
Example C
5 21
Solution: 5.5
Now back to Josie and the teams. Here is the original problem once again.
Josie is having a difficult time trying to figure one out. Josie is in charge of organizing the sixth and seventh grade
into six teams for field day. This would seem like an easy task, except that there are 49 students to split up.
Josie wrote the following problem.
49
6
She figured it would be easier to think of the problem in terms of an improper fraction. But that is where the trouble
began. She divided to convert the improper fraction to a mixed number but the answer came out funny.
This is Josies answer.
8.1666666
480
www.ck12.org
The sixes kept going and going.

Josie is puzzled and isnt sure what this means at all. Do you know?
Josies improper fraction converted to a decimal called a repeating decimal. This means that the values would go on
an on indefinitely.
Josie cant evenly divide 49 students onto 6 teams. One team will have an extra player.
If she divides 48 students into 6 teams, there are 8 on each team.
Notice that this is the whole number in the decimal.
She can add the extra student to one of the teams and everything will be fine.
Guided Practice

Is 4 47 a repeating decimal or a terminating decimal?
Answer
To figure this out, lets first convert it to a decimal.
4 47 =
32
7
= 4.5714285
While this is a long decimal, it is a terminating and not a repeating decimal.
Video Review
MEDIA
James Sousa Example of Fractions to a Terminating Decimal
MEDIA
James Sousa Another Example of Fractions to a Terminating Decimal
481
5.21. Repeating Decimals
www.ck12.org
MEDIA
James Sousa Example of Fractions to a Repeating Decimal

Explore More
Directions: Determine whether each fraction or mixed number is a terminating or repeating decimal.
1.
2.
3.
4.
5.
6.
7.
8.
9.
14
3
34
9
23
3
17
4
19
6
12
5
3 13
8 12
9 23
10. 11 54
11. 16 14
12.
44
3
13.
66
7
18
4
74
7
14.
15.
Summary
Having completed this chapter, students are now ready to move on to Chapter Six. Each Concept has provided
students with an opportunity to engage and practice skills in many Concepts including factor pairs, divisibility, prime
and composite numbers, prime factorization, greatest common factors, equivalent fractions, simplifying fractions,
multiples, and writing fractions in different forms.
482
www.ck12.org
Chapter 6. Addition and Subtraction of Fractions
C HAPTER
Addition and Subtraction of

Fractions
Chapter Outline
6.1
F RACTION R OUNDING TO THE N EAREST H ALF
6.2
M IXED N UMBER R OUNDING TO THE N EAREST W HOLE
6.3
M IXED N UMBER AND F RACTION E STIMATION
6.4
S UMS OF F RACTIONS WITH L IKE D ENOMINATORS
6.5
D IFFERENCES OF F RACTIONS WITH L IKE D ENOMINATORS
6.6
E XPRESSION E VALUATION WITH F RACTIONS
6.7
S UMS OF F RACTIONS WITH D IFFERENT D ENOMINATORS
6.8
D IFFERENCES OF F RACTIONS WITH D IFFERENT D ENOMINATORS
6.9
E XPRESSION E VALUATION WITH D IFFERENT D ENOMINATORS
6.10
S UMS OF M IXED N UMBERS
6.11
D IFFERENCES OF M IXED N UMBERS WITHOUT R ENAMING
6.12
E XPRESSION E VALUATION WITH M IXED N UMBERS
6.13
S UMS OF M IXED N UMBERS WITH R ENAMING
6.14
A DDITION AND S UBTRACTION WITH T IME
6.15
E LAPSED T IME
6.16
Q UARTILES
6.17
B OX - AND -W HISKER P LOTS
6.18
P ROBLEM S OLVING P LAN , D IAGRAMS
Introduction
content of each Concept. Students are given opportunities to practice the skills of each Concept through realworld situations, examples, guided practice and independent practice sections. In this sixth chapter, Addition and
Subtraction of Fractions, students will engage in many Concepts including rounding fractions and mixed numbers,
adding fractions with like and unlike denominators, subtracting fractions with like and unlike denominators, adding
and subtracting mixed numbers, calculating elapsed time, box-and-whisker plots and problem solving.
483
6.1. Fraction Rounding to the Nearest Half
www.ck12.org
6.1 Fraction Rounding to the Nearest Half

Here youll learn how to round fractions to the nearest half.
Have you ever measured something? Was the measurement perfect or was it too small?
Well, if you were working on a construction site, you would be doing a lot of measuring so rounding up or down
if things werent perfect would be very important. These part measurements are also fractions, just like you have
learned about in other Concepts.
Think about how you would round: three - fourths, one - sixth or five - tenths as you work through this Concept.
In this Concept, you will learn how to round a fraction to the nearest half.
Guidance
We use fractions in everyday life all the time. Remember that when we talk about a fraction, we are talking about a
part of a whole. Often times, we need to use an exact fraction, but sometimes, we can use an estimate. If you think
back to our earlier work on estimation, you will remember that an estimate is an approximate value that makes sense
or is reasonable given the problem.
What fraction does this picture represent?
If we wanted to be exact about this fraction, we could say that there are
simpler to say that about half of the boxes are shaded.
12
20
shaded boxes. However, it might be
We call this rounding to the nearest half.

How do we round to the nearest half?
To round a fraction to the nearest half, we need to think in terms of halves. We often think in terms of wholes, so
this is definitely a change in our thinking. There are three main values to round to when we round a fraction to the
nearest half.
The first is zero. We can think of 0 as 20 , or zero halves. The second value is 12 , or one half. The third value is 1,
which can be thought of as 22 , or two halves. When rounding to the nearest half, we round the fraction to whichever
half the fraction is closest to on the number line 0, 21 , or 1. If a fraction is equally close to two different halves, we
round the fraction up.
484
www.ck12.org
5
6
To figure out which value five-sixths is closest to, we must first think in terms of sixths. Since the denominator is
six, that means that the whole is divided into six parts. The fraction 06 would be the value of zero, 63 would be the
value of 12 , and 66 is the same as 1. The fraction 56 is closest to 66 , so rounding to the nearest half would be rounding
to 1.
Our answer is 1.
Try a few of these on your own. Round each fraction to the nearest half.
Example A
1
5
Solution: 0
Example B
3
8
Solution: 12
Example C
7
9
Solution:1
Now lets go back and think about those measurements from the very beginning of the Concept.
Think about how you would round: three - fourths, one - sixth or five - tenths as you work through this Concept. We
can round three - fourths to 1. We can round one - sixth down to 0. We can round five - tenths to one - half.
Guided Practice

Jessica discovered that
one whole?
4
9
of a pan of brownies had been eaten. Is the amount of brownies left closer to one - half or
Answer
If 94 of the pan had been eaten, then that means that
the pan of brownies.
5
9
of the pan had not been eaten. This is closer to one - half of
Video Review
485
6.1. Fraction Rounding to the Nearest Half
www.ck12.org
MEDIA
Estimating with fractions - This video is a secondary skill to rounding fractions. It involves estimating with fractions.
Explore More
Directions: Round each fraction to the nearest half.
3.
2
15
1
7
8
9
4.
7
15
1.
2.
6
13
6. 10
11
7. 78
8. 47
9. 37
1
10. 19
5.
11.
12.
13.
14.
15.
486
2
10
4
5
2
3
2
11
1
9
www.ck12.org
6.2 Mixed Number Rounding to the Nearest

Whole
Here youll learn to round mixed numbers to the nearest whole number.
Remember when you thought about measurement and fractions in the Fraction Rounding to the Nearest Half
Concept? Well, Travis is actually going to work on a construction site.
Travis is hoping to work with his Uncle Larry for the summer. Uncle Larry is a contractor who works on building
houses. Travis has always loved working with his hands and construction seems to be a perfect fit for him. He also
loves seeing a house start from nothing and be built. Travis Uncle Larry is a bit concerned because Travis is a little
young to be working on a construction site, but Travis is sure that he is up to the task. To test things out first, Uncle
Larry has asked Travis to come and work with him during school vacation week. He is finishing a house and there
are some jobs that Travis can help him with. Travis is thrilled. He can hardly wait for the first day, and after what
feels like forever, it has finally arrived.
Travis and Uncle Larry arrive at the site. They are going to be working on finishing a part of a wall. When they
arrive, there are bunch of boards and tools waiting for them.
Here is the dilemma.
Two wall studs have already been nailed into the floor. Travis and Uncle Larry need to add in the brace that goes
00
0
between the two studs. The space between the wall studs measures 43 58 . The board that they wish to use is 4 12
long.
Travis, this is your first task, Uncle Larry says. While I go and check on some other work, I need you to do a few
estimations. First, figure out if the board we have will fit. Then, figure out how much of the board we need to cut off
to fit between these two wall studs. Do you have any questions?
Nope, says Travis getting out a piece of paper and a pencil.
Travis knows how to figure this out, do you? Well, if you dont, you will by the end of the Concept. This
Concept is all about estimating with fractions and whole numbers. Pay close attention, we come back to solve
Travis problem later!
Guidance
We can also estimate by rounding mixed numbers. Remember that a mixed number is a number that has a whole
number and a fraction. A mixed number refers to a number that is between one whole number and another.
487
6.2. Mixed Number Rounding to the Nearest Whole
www.ck12.org
How do we round mixed numbers to the nearest whole?

To do this, we need to look at both the whole number part of the mixed number and the fraction part of the mixed
number. The whole will tell us which two numbers the fraction part is between.
5 16 is found between the whole numbers 5 and 6.
Our answer is 5. 5 16 is closer to 5.
In the example we just looked at, one-sixth is a very small fraction. If the fraction part of the mixed number had
been one-half or greater, then we would have said that five and one-sixth was closer to six. We can think in this
way whenever we are rounding mixed numbers.
Practice by rounding these mixed numbers.
Example A
7 69
Solution:8
Example B
4 41
Solution:4
Example C
5
6 10
Solution:7
Now back to the dilemma.
Two wall studs have already been nailed into the floor. Travis and Uncle Larry need to add in the brace that goes
00
0
between the two studs. The space between the wall studs measures 43 58 . The board that they wish to use is 4 12
long.
Travis, this is your first task, Uncle Larry says. While I go and check on some other work I need you to do a few
estimations. First, figure out if the board we have will fit. Then, figure out how much of the board we need to cut off
to fit between these two wall studs. Do you have any questions?
Nope, says Travis getting out a piece of paper and a pencil.
The first thing to notice is that the space is being measured in inches, and the boards are being measured in
feet. Lets change the feet to inches first.
0
4 12 = 4800 + 600 = 5400 is the board length.

488
www.ck12.org

00
The space measures 43 58 .

The first thing that Uncle Larry wanted Travis to figure out was if the board would be long enough to fit the
00
space. 54 is greater than 43 85 , so it will work, but the board will need to be cut. To figure out how much
board to cut, we need to find a difference. We can estimate the difference by rounding.
54 is already a whole number.
43 85 is closest to 44. We round it up to 44.
54 44 = 1000 .
Travis and Uncle Larry will need to cut approximately 10 from the board to have it fit into the space.
Fractions and mixed numbers are used all the time in real life dilemmas like Travis. Contractors use fractions
all of the time!
Guided Practice

Sarah is helping to measure a hem on a dress. She measures that the dress needs to be shortened 6 12
16 inches. Given
this measurement, does it make sense for Sarah to round down to 6 or up to 7 inches?
Answer Given that 12
16 is greater than one - half, it makes sense to round up. Sarah should round up and shorten the
dress by seven inches.
Video Review
MEDIA
Estimating with fractions - This is a secondary skill to this Concept. It involves estimating with fractions.
Explore More
Directions: Round each to the nearest whole number.

8
1. 3 10
2. 1 23
3. 5 56
4
4. 6 13
5. 11 75
6. 26 59
2
7. 14 11
1
8. 13 10
489
6.2. Mixed Number Rounding to the Nearest Whole

6
9. 17 13
10. 19 47
11. 21 11
12
12. 34 12
25
13. 46 16
24
14. 21 18
20
15. 9 19
30
490
www.ck12.org
www.ck12.org
6.3 Mixed Number and Fraction Estimation

Here youll learn to estimate sums and differences of fractions and mixed numbers.
Have you ever tried to estimate when working with fractions and mixed numbers? Well, Travis is working on
measuring pieces of wood. Take a look.
Travis needs to piece two different pieces of wood together to form a whole piece. This wood will form a trim
around one of the rooms in the house.
The first piece of wood is 2 21 feet long.
The second piece of wood is 5 78 feet long.
Travis wants to estimate the total length of the two pieces combined. Do you know how to do this? Estimation is
necessary for Travis to be successful.
In this Concept, you will learn how to estimate the sums and differences of fractions and mixed numbers. By
the end of the Concept, you will know how to help Travis with this problem.
Guidance
Previously we worked on how to round fractions to the nearest half and mixed numbers to the nearest whole, we can
apply this information to estimating sums and differences?
How do we estimate a sum?
Remember back that a sum is the answer in addition problem. You have already learned how to estimate a whole
number sum and a decimal sum. Now we are going to learn how to estimate fraction sums.
To estimate a sum of two fractions, you must use what you have learned about rounding to the nearest half.
That is the first thing that you do when estimating sums of fractions.
3 1
+ =
8 7
To estimate this sum, we must first round each fraction to the nearest half. Lets start with three-eighths.
Is
3
8
closest to zero, one half or one whole?
We know that
Is
1
7
4
8
= 12 , so we can say that
3
8
is closest to one-half.
closest to zero, one-half or one whole?
We can say that
1
7
is closest to zero because it such a small part of a whole.
Now we rewrite the problem.
1
1
+0 =
2
2
Our answer is 12 .
How do we estimate a sum for two mixed numbers?
491
6.3. Mixed Number and Fraction Estimation
www.ck12.org
When working with mixed numbers, we round to the nearest whole number, not the nearest half. We round
each mixed number and then add to find our estimate.
4
1
3 +2 =
5
9
First, lets round 3 45 to the nearest whole. We know that we are either going to round down to 3 or up to 4 because
this mixed number is between those two whole numbers. Four-fifths is almost one whole. We can see this because
if we had five-fifths, we would have another whole. This mixed number is closest to 4. We need to round up to 4.
Next, lets round 2 19 to the nearest whole. We know that we are either going to round down to 2 or up to 3
because this mixed number is between those two whole numbers. One-ninth is a very small fraction. Think about
it, we would need eight-ninths more to make one whole. Therefore, we round down to 2. Now we can rewrite the
problem.
4+2=6
Our estimate is 6.
What about estimating the differences of fractions?
Remember that when we talk about a difference, that we are talking about subtraction. We can approach estimating
the differences of fractions and mixed numbers in the same way that we approached sums. We need to round each
fraction or mixed number and then subtract to find the estimate.
4 3
=
5 7
4
5
3
7
rounds up to 1.
rounds to 12 .
1
Our estimate is 12 .
Now it is time for you to practice. Estimate each sum.
Example A
4
9
+ 87 =
Solution:1 21
Example B
6
7
1
+ 11
=
Solution:1
492
1 1
=
2 2
www.ck12.org
Example C
5 13 2 34 =
Solution:2
Remember Travis? Here is the original problem once again.
Travis needs to piece two different pieces of wood together to form a whole piece. This wood will form a trim
around one of the rooms in the house.
The first piece of wood is 2 21 feet long.
The second piece of wood is 5 78 feet long.
Travis wants to estimate the total length of the two pieces combined. Do you know how to do this? Estimation is
necessary for Travis to be successful.
First, Travis needs to use rounding. The first piece of wood can stay the same since we are working with halves. The
second piece of wood can be rounded up to 6 feet.
Now we can add.
2 12 + 6 = 8 21
This is our answer.
Guided Practice

3
1
6 2 =
4
8
Answer
6 34 rounds to 7.
2 18 rounds to 2.
Now we rewrite the problem.
7-2=5
Our estimate is 5.
Explore More
Directions: Estimate the following sums.

+ 45 =
2.
1
5
8
9
3.
2
9
+ 45 =
4.
3
6
+ 23 =
5.
5
2
6+3 =
1
9
12 + 11 =
6
10
12 + 11 =
1.
6.
7.
+ 46 =
493
6.3. Mixed Number and Fraction Estimation

1
8. 1 10
+ 2 21 =
9. 4 23 + 5 54 =
10. 7 91 + 8 15 =
11. 14 95 + 8 45 =
12. 4 32 + 7 17 =
1
2
13. 18 13
+ 7 10
=
12
1
14. 11 13
+ 4 10
=
15. 22 75 + 11 15 =
Directions: Estimate each difference.
16.
17.
18.
19.
20.
494
1
4
54 =
4
3
54 =
9
3
10 6 =
11
1
12 7 =
1
10
13 10 =
www.ck12.org
www.ck12.org
6.4 Sums of Fractions with Like Denominators

Here youll learn to add fractions with like denominators.
Have you ever had to add small measurements or fractions to put something together?
Having successfully completed the estimation project, Travis is off to do some more measuring for his uncle. Uncle
Larry has told Travis that he needs to make some measurements on a wall in what will be the kitchen. Uncle Larry
shows Travis which wall to mark on and hands him a ruler and a pencil.
00
00
00
I need you to make a small mark at 18 , another small mark at 28 past the first, and a large mark at 38 past the
second mark, says Uncle Larry. Then continue that pattern across the wall. The most important marks are the
large ones, please be sure that those marks are in the correct place. The large marks will indicate where I need to put
brackets later.
Okay, says Travis, smiling. He is confident that he knows what he is doing.
Uncle Larry goes off to work on another project and leaves Travis to his work. Hmmm, thinks Travis to himself.
If I write in all of the large marks first, I will be done a lot quicker. Then I can go back and do the small ones. I can
add these fractions to figure out at what measurement I need to draw in the large marks.
Travis has a plan, but will his plan work? If Travis adds up the fractions, at what measurement will the large
marks be drawn? This Concept will teach you all that you need to know to answer each of these questions.
Guidance
You have already learned how to add whole numbers and how to add decimals, now you are going to learn how to
add fractions. In this Concept, you will learn all about adding fractions with like or common denominators.
What is a like denominator?
A like denominator is a denominator that is the same. This means that the whole has been divided up into the
same number of parts. If the denominator of two fractions is a five, then both of those fractions have been divided
into five parts. The numerators may be different, but the denominators are the same.
This picture shows two different fractions with like denominators.
495
6.4. Sums of Fractions with Like Denominators
www.ck12.org
Now lets say that we want to add these two fractions. Because the denominators are common, we are adding
like parts. We can simply add the numerators and we will have our new fraction.
2 4 6
+ =
6 6 6
Here it is as a picture.
We combined both of these fractions together to have a fraction we can call six-sixths.
What about simplifying?
We must simplify or reduce all of our answers. In this example, when we have six out of six parts, we have one
whole. You can see that one whole figure is shaded in. We simplify our answer and then our work is complete.
Our final answer is
6
6
= 1.
Lets look at another one. We can work on this one without looking at a picture.
2 4
+ =
8 8
The first step is to make sure that you have like denominators. In this example, both denominators are 8, so we
can add the numerators because the denominators are alike. Our next step is to add the numerators.
2+4 = 6
We put that number over the common denominator.
6
8
Our last step is to see if we can simplify our answer. In this example, 6 and 8 have the greatest common factor of
2. We divide both the numerator and the denominator by 2 to simplify the fraction.
496
www.ck12.org
62 3
=
82 4
Now it is time for you to try a few of these on your own. Be sure that your answer is in simplest form.
Example A
1
7
+ 72 =
Solution: 37
Example B
3
9
+ 91 =
Solution:
4
9
Example C
2
10
3
+ 10
=
Solution:
5
10
1
2
Now lets go back and help Travis with his dilemma.

For Travis to follow his plan, he needs to add up the fractions to figure out what fraction of an inch should be
between the large marks for the brackets.
1 2 3
+ + =
8 8 8
These fractions all have common denominators, so Travis can simply add the numerators.
1+2+3 = 6
Next, we can put this answer over the common denominator.
6 00
8
497
6.4. Sums of Fractions with Like Denominators
www.ck12.org
Travis needs to make a large mark every six-eighths of an inch. It will be a lot simpler to measure the marks
if Travis simplifies this fraction.
6 3
=
8 4
Travis needs to make a large mark every
3 00
4
of an inch. Confident in his calculations, he gets right to work.
Guided Practice
3
2
2
+ +
=
10 10 10
Answer
Our answer is
7
10 .
Video Review
MEDIA
Khan Academy Adding and Subtracting Fractions
MEDIA
James Sousa Adding Fractions

Explore More
Directions: Add the following fractions with common denominators. Be sure your answer is in simplest form.
1.
2.
3.
1
3
2
5
4
7
498
+ 13 =
+ 25 =
+ 27 =
www.ck12.org
4.
5.
6.
7.
8.
9.
5
4
11 + 11 =
6
1
10 + 10 =
4
1
10 + 10 =
3
1
4+4 =
5
3
6+6 =
2
4
9+9 =
10.
5
10
1
+ 10
=
11.
4
+ 13
=
12.
6
13
9
10
13.
6
9
14.
1
+ 12
=
15.
8
12
10
20
16.
11
18
5
+ 18
=
1
+ 10
=
+ 19 =
4
+ 20
=
499
6.5. Differences of Fractions with Like Denominators
www.ck12.org
6.5 Differences of Fractions with Like Denominators

Here youll learn to subtract fractions with like denominators.
Have you ever had to make something thinner? Well, Travis is spreading some ceiling plaster, and it is too thick.
Take a look.
Travis has mixed some plaster and is practicing spreading it. However, the plaster is too thick. When he spreads
it out, it measures 58 of an inch and he needs it to measure 83 of an inch. Travis needs to subtract to figure out the
difference.
Here is his equation.
5
8
83 =
The only problem is that he cant remember how to subtract fractions with like denominators.
This Concept will teach you all about subtracting fractions with like denominators.
Guidance
We can also subtract fractions with like denominators to find the difference between the fractions. As long as the
denominators are the same, the fractions are alike, and we can simply subtract the numerators.
Here is an example done with pictures.
6 3
=
8 8
To solve this problem, we simply subtract the numerators. The difference between six and three is three. We put that
answer over the common denominator.
We dont need to simplify this fraction because three-eighths is already in simplest form.
Try a few of these on your own. Simplify the difference if necessary.
Example A
6
7
72 =
Solution:
500
4
7
www.ck12.org
Example B
5
9
92 =
Solution:
3
9
1
3
Example C
8
10
4
10
=
Solution:
6
10
3
5
Now back to Travis. Here is the original problem once again.

Travis has mixed some plaster and is practicing spreading it. However, the plaster is too thick. When he spreads
it out, it measures 58 of an inch and he needs it to measure 83 of an inch. Travis needs to subtract to figure out the
difference.
Here is his equation.
5
8
83 =
Now lets find the difference. We start by subtracting the numerators and the denominators stay the same.
The answer is 28 , which simplified to 41 .
Guided Practice

9
12
5
12
=
Answer
To solve this, we subtract the numerators and leave the denominators alone because they are alike.
4
12
This answer can be simplified.

Video Review
MEDIA

Explore More
Directions: Find each difference. Be sure that your answer is in simplest form.
501
6.5. Differences of Fractions with Like Denominators

1.
2.
3.
4.
5.
6
3
77 =
6
4
12 12 =
3
13
18 18 =
7
8
4
8
68 =
28 =
6
12
=
7.
10
12
11
13
8.
10
20
5
20
=
6.
6
13
=
16
5
18 18 =
2
10. 12
14 14 =
11. 89 39 =
9.
12.
13.
14.
15.
502
7
11
9
20
12
24
7
28
3
11
=
7
20
=
8
24
=
2
28
=
www.ck12.org
www.ck12.org
6.6 Expression Evaluation with Fractions

Here youll learn to evaluate numerical expressions involving the sums and differences of fractions.
Have you ever shared a sandwich with someone else? Sharing involves fractions. Take a look.
Travis and his Uncle are eating a foot long sandwich on their lunch break. First, the sandwich had been cut into
fifths, so Travis took one fifth, then added two - fifths and then gave one - fifth back to his Uncle.
Here is what the numerical expression looked like.
1
5
+ 52 15 =
To figure this out, Travis will need to evaluate the numerical expression. Lets stop right there.
This Concept is all about evaluating numerical expressions. Evaluating this one will make perfect sense by
the end of the Concept.
Guidance
Sometimes, we can have a numerical expression that involves both the sums and differences of fractions with
common denominators. This means that we will see more than one operation in an expression. We will need to
evaluate the expression to find its value.
9
3
1
+
10 10 10
To evaluate this expression, we first need to ensure that the fractions all have a same common denominator.
In this case, they all have a common denominator of 10.
Next, we work with the numerators. We are going to add or subtract in order from left to right.
93 = 6+1 = 7
Our final step is to put this answer over the common denominator.
7
.
10
Before we can say our answer is finished, we need to see if we can simplify our answer. There isnt a common
factor between 7 and 10 because 7 is prime, so our fraction is in its simplest form.
Our final answer is
7
10 .
Evaluate the following numerical expressions. Be sure that your answer is in simplest form.
Example A
6
7
72 + 17
Solution:
5
7
503
6.6. Expression Evaluation with Fractions
www.ck12.org
Example B
3
4
+ 43 14
Solution:
5
4
= 1 41
Example C
7
8
+ 83 28
Solution:
8
8
=1
Now back to Travis and the sandwich.

Travis and his Uncle are eating a foot long sandwich on their lunch break. First, the sandwich had been cut into
fifths, so Travis took one fifth, then added two - fifths and then gave one - fifth back to his Uncle.
Here is what the numerical expression looked like.
1
5
+ 52 15 =
To figure this out, Travis will need to evaluate the numerical expression.
First, we can add the numerators of the first two fractions with the denominators staying the same.
3
5
Next, we can subtract one - fifth from this sum.

Our answer is 52 .
Guided Practice
8 4 1
+
9 9 9
The fractions in this expression all have a common denominator, so we can add/subtract the numerators in order
from left to right.
8 + 4 = 12 1 = 11
Next, we write this answer over the common denominator.
11
9
Uh oh! We have an improper fraction. An improper fraction is NOT in simplest form, so we need to change
this to a mixed number.
11 9 = 1 with two-ninths left over.
Video Review
504
www.ck12.org
MEDIA
MEDIA
James Sousa Adding Fractions

Explore More
Directions: Evaluate the following numerical expressions. Be sure your answer is in simplest form.
1.
7
9
2.
3
4
1
10 + 10 10
8
1
3
9+99
3.
4.
5.
6.
7.
8.
+ 29 69
8
12
13
14
9
17
8
11
13
16
1
4
+ 12
12
3
9
+ 14
14
5
3
17
+ 17
2
6
+ 11
11
1
6
+ 16
16
6
3
12
17 17 + 17
8
9
7
10. 10
+ 10
10
3
10
11. 11
14 + 14 14
13
20
12. 19
24 + 24 24
1
8
13. 12
13 + 13 13
1
12
14. 23
24 + 24 24
2
8
15. 11
15 + 15 15
9.
505
6.7. Sums of Fractions with Different Denominators
www.ck12.org
6.7 Sums of Fractions with Different Denominators

Here youll learn to add fractions with different denominators.
Have you ever thought of how many layers make up a wall?
Travis is having a great time working with his Uncle Larry. On his second day of working, Travis and Uncle Larry
worked on the layers of a wall. When you first look at it you dont realize that there are many different layers to a
wall that add to its thickness, Uncle Larry tells Travis.
Like what? Travis asks.
Well, we start with drywall that is 14 of an inch thick. Then we add the insulation. For this wall we are going to use
two different forms of insulation. One is 34 of an inch thick and the other is 12 of an inch thick. Next, we add a 12 inch
layer of wall sheathing. Finally we add the siding, that is 87 of an inch thick, Uncle Larry explains.
Wow, that is pretty thick. says Travis.
But how thick is it? Travis isnt sure. Notice that all of these fractions have different denominators. To figure
out the thickness of the wall, you will need to know how to add fractions with different denominators.
This Concept has all of the information that you will need!
Guidance
Previously we worked on how to add fractions that had the same denominator. When you add fractions with the
same denominator, you dont have to do anything with the denominator, you can just add the numerators. Because
the wholes are divided in the same way, they are alike. Therefore, adding these fractions is very simple.
Not all fractions have common denominators. When we have fractions with unlike denominators, we can still add
them, but we will need to rename the fractions before we can add them.
How do we add fractions with different denominators?
To add fractions that have different denominators, we have to rename the fractions so that they are alike. We rename
them by changing the different denominators of the fractions to common denominators.
1 1
+ =
2 4
506
www.ck12.org
In this example, we are trying to add halves and fourths. If something is divided into halves, it is divided into two
pieces. If something is divided into fourths, it is divided into four pieces.
Here we are trying to add fourths and halves. They are different quantities. You can see that although the bar is the
same size, the parts are different sizes. We have to rewrite these fractions so that they have common denominators.
How do we rewrite fractions to have a common denominator?
The first step in doing this is to the find the least common multiple of both of the denominators. This LCM will
become the lowest common denominator.
Lets look at 2 and 4.
First, name the multiples of 2: 2, 4, 6, 8, 10 . . . .
Next, name the multiples of 4: 4, 8, 12, 16 . . . .
The least common multiple of 2 and 4 is 4.
Our next step is to rewrite each fraction as an equivalent fraction that has four as a denominator.
1
2
= 4 to name one-half in terms of fourths, we need to multiply the numerator and denominator by the same number.
2 2 = 4, so we multiply the numerator by 2 also. 1 2 = 2.
1 2
=
2 4
Our second fraction, 14 , is already written in terms of fourths so we dont need to change it at all.
Next, we can add the renamed fractions.
2 1 3
+ =
4 4 4
Our answer is 34 . This answer is in simplest form, so our work is complete.
As long as you rename fractions with the lowest common denominator, you can add any number of fractions with
unlike denominators.
Try a few of these on your own. Please write your answer in simplest form.
507
www.ck12.org
Example A
1
2
+ 62 =
Solution:
5
6
Example B
2
3
+ 91 =
Solution:
7
9
Example C
4
5
+ 31 =
Solution:
17
15
2
= 1 15
Now lets go back to our original problem.

Travis needs to add up all of the fractions to figure out how thick the wall really is. To do this, he needs to write a
numerical expression like the ones that we worked on in the last section. The expression looks like this.
1 3 1 1 7
+ + + +
4 4 2 2 8
This expression shows all of the different layers of the wall. To find a measurement for the thickness of the
wall, Travis must add all of these fractions together. To do this, he will need to rename them using the lowest
common denominator.
What is the lowest common denominator for 4, 2 and 8? Yes. It is 8.
Rename each fraction in terms of eighths.
1 2
=
4 8
3 6
=
4 8
1 4
=
2 8
Next, lets rewrite the expression.
2 6 4 4 7
+ + + +
8 8 8 8 8
Now we can add the numerators.
2 + 6 + 4 + 4 + 7 = 23
23
7 00
=2
8
8
508
www.ck12.org
Travis can see that the wall is almost three inches thick.
Guided Practice

2
7
+ 93 =
Answer
First we need to find a common denominator. The common denominator for 7 and 9 is 63.
Next, we rename the fractions.
2
7
+ 93 =
18
63
+ 21
63 =
39
63
This is our answer.

Video Review
MEDIA
James Sousa Example of Adding Fractions with Different Denominators
MEDIA
James Sousa Another Example of Adding Fractions with Different Denominators

Explore More
Directions: Add the following fractions by renaming. Be sure your answer is in simplest form.
+ 12 =
6.
3
4
6
7
2
3
2
3
1
2
3
6
7.
6
8
+ 13 =
1.
2.
3.
4.
5.
+ 12 =
+ 13 =
+ 16 =
+ 18 =
+ 13 =
509

8.
9.
4
7
4
5
+ 12 =
+ 12 =
10.
3
7
+ 16 =
11.
5
8
+ 23 =
12.
6
1
7+3 =
9
1
12 + 6 =
1
8
10 + 2 =
13.
14.
15.
16.
510
6
7
3
4
+ 34 =
+ 26 =
www.ck12.org
www.ck12.org
6.8 Differences of Fractions with Different Denominators

Here youll learn how to subtract fractions with different denominators.
Have you ever made a plaque? Take a look at this dilemma.
Travis is working on a piece of wood for a plaque on the front of the house. The wood is
shaved off 12 of an inch.
6
8
of an inch thick. He has
Given this work, what is the new thickness of the wood plaque?
Pay attention to this Concept and you will learn how to subtract fractions with different denominators. Then
you will know how to figure out the new thickness of the wood.
Guidance
Just as we can add fractions with different denominators by renaming them with the lowest common denominator,
we can also subtract fractions with different denominators by doing the same thing.
First, remember that to subtract two fractions with different denominators, we rename them with a common
denominator. We do this by finding the least common multiple and then we rename each fraction as an equivalent
fraction with that least common multiple as the lowest common denominator.
6 1
=
8 4
First, find the least common multiple of 4 and 8. It is 8.
Next, rename each fraction in terms of eighths.
Remember that renaming is another way of saying that we create an equivalent fraction in terms of eighths.
6
8
is already in terms of eighths. We leave it alone.
1 2
=
4 8
Now we can rewrite the problem and find the difference.
6 2 4
=
8 8 8
We can simplify four-eighths by dividing the numerator and the denominator by the GCF. The GCF is 4.
44 1
=
84 2
Subtract the following fractions. Be sure that your answer is in simplest form.
511
6.8. Differences of Fractions with Different Denominators
www.ck12.org
Example A
5
6
31 =
Solution:
3
6
1
2
Example B
1
2
94 =
Solution:
1
18
Example C
4
5
41 =
Solution:
11
20
Now back to Travis and the wood plaque. Here is the original problem once again.
Travis is working on a piece of wood for a plaque on the front of the house. The wood is
shaved off 12 of an inch.
6
8
of an inch thick. He has
Given this work, what is the new thickness of the wood plaque?
To figure this out, we can write the following problem.
6
8
21 =
First, we can rename these two fractions with the common denominator 8.
6
8
84 =
1
4
This is our answer.
Guided Practice

3
4
6
12
=
Answer First, we rename the fractions in terms of twelfths, then we subtract.

9
12
6
12
=
3
12
1
4
This is our answer.
Video Review
MEDIA
512
www.ck12.org
Jame Sousa Subtracting Fractions
MEDIA
Jame Sousa Example of Subtracting Fractions with Unlike Denominators

Explore More
Directions: Subtract the following fractions. Be sure that your answer is in simplest form.
1.
2.
3.
4.
5.
6.
7.
8.
9.
4
1
88 =
9
1
10 2 =
10
1
10 3 =
15
2
16 8 =
1
9
10 3 =
3
1
53 =
9
1
10 4 =
20
1
30 5 =
18
2
19 19 =
4
6
7
8
18 =
13 =
14.
1
2
4
5
7
9
15.
11
12
16.
6
7
10.
11.
12.
13.
49 =
13 =
25 =
23 =
45 =
513
6.9. Expression Evaluation with Different Denominators
www.ck12.org
6.9 Expression Evaluation with Different Denominators

Here youll learn to evaluate numerical expressions involving fractions with different denominators.
Remember Travis and his Uncle from the Differences of Fractions with Different Denominators Concept? Well, after
lunch, the team on the job site all enjoyed some brownies. Of course this presented an interesting math problem.
Take a look.
There were two pans of unfinished brownies left for dessert.
One pan had one - fourth of a pan left.
One pan had one - third of a pan left.
Travis combined the two pans of brownies and then ate two - sixths of the pan.
After Travis had eaten his brownies, how much of the pan was left?
This problem has two different operations in it. This Concept will teach you how to evaluate numerical
expressions like this one.
Guidance
Previously we worked on evaluating numerical expressions that had multiple operations and multiple fractions in
them. This Concept is going to build on that Concept, except this time, our fractions are going to have different
denominators. We are going to need to rename them with a lowest common denominator before evaluating the
expression.
1 1 1
+ =
2 3 6
Right away, you can see that we have THREE different denominators. We need to find the LCM for all three
denominators. Begin by naming the multiples of each number.
2, 4, 6, 8, 10, 12
3, 6, 9, 12
6, 12
All three have the number six in common. This is our lowest common denominator. Next, we rename all three
fractions in terms of sixths, by creating an equivalent fraction for each one.
1 3
=
2 6
1 2
=
3 6
1
6
Notice that one-sixth is already written in terms of sixths, so it can remain the same. Now we rewrite the problem.
514
www.ck12.org
3 2 1
+
6 6 6
We can add/subtract in order from left to right.
3+2=5-1=4
Our answer is 46 .
4
6
can be simplified by dividing by the greatest common factor of 2.

Now it is time for you to try a few. Be sure that your answer is in simplest form.
Example A
4
5
2
+ 10
12
Solution:
5
10
1
2
Example B
4
8
21 + 14
Solution:
1
4
Example C
3
4
85 + 14
Solution:
3
8
Now back to to Travis and the brownies. Here is the original problem once again.
There were two pans of unfinished brownies left for dessert.
One pan had one - fourth of a pan left.
One pan had one - third of a pan left.
Travis combined the two pans of brownies and then ate two - sixths of the pan.
After Travis had eaten his brownies, how much of the pan was left?
First, we can write an expression to explain the problem.
1
4
+ 31 26
Next, we rename the fractions using the lowest common denominator which is 12.
515
6.9. Expression Evaluation with Different Denominators

3
12
3
12
www.ck12.org
4
4
+ 12
12
1
4
There was
1
4
of a pan of brownies left.
Guided Practice

6
9
+ 31 45
Answer
First, we have to rename the fractions in terms of the lowest common denominator. The LCD of 9, 3 and 5 is 45.
30
45
36
+ 15
45 45
Next we perform the order of operations from left to right.

45
45
36
45 =
9
45
Now we can simplify.

9
45
1
5
This is our answer.

Video Review
MEDIA
MEDIA
James Sousa Example of Adding Fractions with Different Denominators
MEDIA
516
www.ck12.org
James Sousa Another Example of Adding Fractions with Different Denominators
MEDIA
Jame Sousa Subtracting Fractions
MEDIA
Jame Sousa Example of Subtracting Fractions with Unlike Denominators

Explore More
Directions: Evaluate each numerical expression. Be sure your answer is in simplest form.
1.
1
2
+ 13 + 24
2.
6
9
+ 13 23
3.
4
5
8
9
+ 13 15
3
4
3
4
1
5
2
+ 13 10
5
6
8
9
+ 13 12
4.
5.
6.
7.
8.
9.
+ 12 13
+ 13 + 12
+ 25 27
+ 13 29
10.
8
11
11.
6
7
4
9
12.
+ 13 23
+ 12 27
+ 29 23
1
+ 12
68
14.
11
12
13
14
15.
17
18
2
+ 18
59
13.
1
+ 28
47
517
6.10. Sums of Mixed Numbers
www.ck12.org
6.10 Sums of Mixed Numbers

Here youll learn how to add mixed numbers.
Did you know that there is a lot involved when you install a window?
One afternoon, while Travis is sweeping the floor, Uncle Larry and his assistant Mr. Wilson begin working on a
window and its frame. We are going to put it right here. The window space needs to measure 46 38 inches so that
4
inches from the start of the roof to the bottom of where the
the window and its frame will fit. There should be 18 16
sill will be, Mr. Wilson explains.
So we need to measure that distance and mark it on this post, Uncle Larry says referring to the post near the place
where the window will be.
I can do it, Travis says, leaning on his broom.
Mr. Wilson eyes Travis and smiles. Okay Travis, now just make sure that your measurements are accurate. Also,
please give me the total measurement from the start of the roof to the top of the space where the window frame will
be, Mr. Wilson instructs. Travis is very excited. He takes out his tools and begins measuring and marking.
If Travis work is accurate, what will the total length be from the start of the roof to the top of the window
space?
In this Concept, you will learn how to add mixed numbers. This will assist you in figuring out the accurate
window measurement.
Guidance
Do you remember how to define and identify a mixed number?

A mixed number has both whole quantities and parts. Said another way, a mixed number has a whole number and a
fraction with it.
9 45 is a mixed number. It has nine wholes and four-fifths of another whole.
You have already learned how to add fractions. Now you are going to learn how to add mixed numbers.
Adding mixed numbers is a lot like adding fractions, the key is that you have to add the fraction parts before
you add the whole numbers.
If you think about this it makes perfect sense. Sometimes, we can add two fractions and get a whole number. We
always want to make sure that we have considered this possibility first, that is why you add the fractions before you
add the whole numbers.
518
www.ck12.org
4 2 6
+ = =1
6 6 6
Here the two fractions added together equal one whole.
When we are adding two mixed numbers with common denominators, first we add the fractions first and then
the whole numbers.
1
4
2
3
4
3
9
4
6
+
First, we added the fractions. One-fourth plus two-fourths is equal to three-fourths. Then we added the whole
numbers. Six plus three is equal to nine. Our answer is nine and three-fourths. Our fraction is in simplest form, so
our work is done.
Always be sure your answer is in the simplest form!
2
5
3
+ 3
5
9
5
519
www.ck12.org
When we start this problem by adding the fractions, we end up with five-fifths which is the same as one whole. We
need to add that one whole to the sum of 5 and 3.
Our final answer is 9.
What about when we add mixed numbers with different denominators?
When we add mixed numbers with different denominators, we need to rename the fraction part of the mixed
number with a common denominator FIRST. Then we can add the mixed numbers.
7
8
2
+ 4
4
6
Our first step here is to rename both fractions with a common denominator. The common denominator for 8 and 4
is 8.
7
8
can stay the same. It already has a denominator of 8.

2 4
=
4 8
Lets rewrite the problem.

7
8
4
2
+ 4 =
4
8
11
8
6
Wow! When we add these two fractions now, we get an improper fraction. Seven eighths and four-eighths is
equal to Eleven-eighths.
Now we can change
11 11
8. 8
= 1 83
This is the first part of the answer. Now we can add the whole numbers and then find the sum of both
quantities.
6 + 4 = 10
3
3
10 + 1 = 11
8
8
520
www.ck12.org

That may seem like a lot of steps, but just take your time and you will find the correct answer.
Now it is time for you to try a few on your own. Be sure your answer is in simplest form.
Example A
12 41 + 6 14 =
Solution: 18 24 = 18 12
Example B
6 31 + 4 23 =
Solution: 11
Example C
3 12 + 2 25 =
9
Solution: 5 10
Now lets go think about how to work with that window.

To answer this question, we will need to add the mixed numbers. We can write the following problem to do
this.
18
3
4
+ 46 =
16
8
The fractions in these mixed numbers have different denominators. We need to rename the fractions to have
a common denominator, then we can find the sum of the two mixed numbers. What is the lowest common
denominator of 16 and 8? The lowest common denominator is 16.
We rename
3
8
into sixteenths.
3
8
6
16
Here is our new problem.
18
6
10
4
+ 46 = 64
16
16
16
We can simplify ten-sixteenths to five-eighths.

Our final answer is 64 58 inches.
Guided Practice

5 45 + 2 12 =
Answer
To complete this problem, we have to rename the mixed numbers and then add.
521

5 45 + 2 12 =
29
5
+ 25 =
58
10
25
+ 10
=
www.ck12.org
83
10
Next, we can simplify the improper fraction and convert it to a mixed number.
3
8 10
This is our answer.
Video Review
MEDIA
Khan Academy Adding Mixed Numbers with Unlike Denominators
MEDIA
Adding and Subtracting Mixed Numbers
MEDIA
James Sousa Adding Mixed Numbers
MEDIA
James Sousa Example of Adding Mixed Numbers with Like Denominators
522
www.ck12.org
MEDIA
James Sousa Example of Adding Mixed Numbers

Explore More
Directions: Add the following mixed numbers. Be sure your answer is in simplest form.
1. 5 13 + 2 31 =
2. 6 14 + 2 42 =
3. 9 16 + 4 62 =
4. 10 91 + 6 39 =
5. 11 52 + 6 12 =
6. 4 13 + 6 41 =
7. 8 19 + 10 92 =
1
4
8. 6 10
+ 5 10
=
9. 6 27 + 4 71 =
10. 8 51 + 6 14 =
11. 4 51 + 3 45 =
2
8
12. 6 10
+ 5 10
=
13. 7 21 + 2 15 =
14. 8 31 + 9 45 =
15. 11 21 + 6 47 =
523
6.11. Differences of Mixed Numbers without Renaming
www.ck12.org
6.11 Differences of Mixed Numbers without Renaming

Here youll learn to subtract mixed numbers without renaming them.
Have you ever had to cut an extra piece off of a board? Well, Travis is doing exactly that. Take a look.
While working with his Uncle, Travis discovered that one of the boards selected was too long for the project. Travis
had to take the board and cut it so that it would fit in the place allotted on the floor. First, he measured the board.
Travis discovered that the board was 6 10
16 feet long.
2
Travis needs to cut 3 16
feet from the board.
To figure this out, Travis knows that he needs to subtract. Here is the problem that he wrote in his notebook.
2
10
3 16
=
6 16
Now Travis has to complete the subtract. Then he will know the length of the board.
To complete this task, you will need to know how to subtract mixed numbers. Pay attention and this Concept
will teach you everything that you need to know.
Guidance
Just as we can add mixed numbers, we can also subtract mixed numbers.
The same rule applies, always subtract the fraction parts first then the whole numbers.
3
8
1
4
8
6
We start by subtracting the fractions first, and these fractions have the same denominator so we can simply subtract
the numerators. Three-eighths take away one-eighth is two-eighths.
3 1 2
=
8 8 8
Next, we subtract the whole numbers. 6 - 4 is 2. Our answer is 2 28 . However, our work is not finished because
we can simplify two-eighths.
2 1
=
8 4
Solve a few of these on your own. Be sure that your final answer is in simplest form.
524
www.ck12.org
Example A
4 45 3 15 =
Solution: 1 35
Example B
6 46 1 26 =
Solution: 5 26 = 5 13
Example C
7 89 4 49 =
Solution: 3 49
Have you figured out how to help Travis with the boards? Here is the original problem once again.
While working with his Uncle, Travis discovered that one of the boards selected was too long for the project. Travis
had to take the board and cut it so that it would fit in the place allotted on the floor. First, he measured the board.
Travis discovered that the board was 6 10
16 feet long.
2
Travis needs to cut 3 16
feet from the board.
To figure this out, Travis knows that he needs to subtract. Here is the problem that he wrote in his notebook.
2
10
3 16
=
6 16
Now Travis has to complete the subtract. Then he will know the length of the board.
To solve this problem, we can subtract the wholes and the parts separately.
8
3 16
This is the answer to the subtraction problem.

But wait, our work is not done yet! You can simplify this answer.
Our final answer is 3 21 feet.
Guided Practice

39
12 46
49 10 39 =
Answer
To find the difference, we have to subtract the wholes and the parts separately.
7
2 49
But our work is not done because the fraction part of this mixed number can be simplified.
Video Review
525
6.11. Differences of Mixed Numbers without Renaming
MEDIA
Khan Academy Subtracting Mixed Numbers
MEDIA
James Sousa Subtracting Mixed Numbers

Explore More
Directions: Subtract the following mixed numbers. Be sure that your answer is in simplest form.
1. 6 29 4 91 =
1
6
2 10
=
2. 5 10
3. 8 28 4 81 =
4. 12 84 4 28 =
9
2
5. 6 10
4 10
=
3
6
5 15
=
6. 15 15
2
4
7 12
=
7. 18 12
1
5
19 20
=
8. 20 20
9. 5 25 1 31 =
10. 8 21 4 14 =
11. 6 31 2 16 =
2
12. 5 41 3 10
=
13. 8 31 2 14 =
14. 12 43 2 13 =
15. 18 96 12 14 =
526
www.ck12.org
www.ck12.org
6.12 Expression Evaluation with Mixed Numbers

Here youll learn to evaluate numerical expressions involving mixed numbers.
Have you ever had to combine pieces of something to make a whole?
Travis is doing exactly that. He has three pieces of pipe that has to be clamped together. It will be connected by a
professional, but Travis needs to combine the pieces of pipe and figure out the total length that he has.
The first piece of pipe measures 5 13 feet.
The second piece of pipe measures 6 12 feet.
The third piece of pipe measures 2 13 feet.
If Travis is going to combine these together, then he has to add mixed numbers.
This Concept will teach you how to evaluate numerical expressions involving mixed numbers. Then we will
return to this original problem once again.
Guidance
Sometimes, we can have numerical expressions that have both addition and subtraction in them. When this happens,
we need to add or subtract the mixed numbers in order from left to right.
4
4
1
4 +3 1 =
6
6
6
Here is a problem with two operations in it. These operations are addition and subtraction. All of these fractions
have the same common denominator, so we can begin right away. We start by performing the first operation. To do
this, we are going to add the first two mixed numbers.
1
4
5
4 +3 = 7
6
6
6
Now we can perform the final operation, subtraction. We are going to take the sum of the first two mixed numbers
and subtract the final mixed number from this sum.
5
4
1
7 1 = 6
6
6
6
What about when the fractions do not have a common denominator?
When this happens, you must rename as necessary to be sure that all of the mixed numbers have one common
denominator before performing any operations.
After this is done, then you can add/subtract the mixed numbers in order from left to right.
4
1
1
2 +1 1 =
6
6
2
527
6.12. Expression Evaluation with Mixed Numbers
www.ck12.org
The fraction parts of these mixed numbers do not have a common denominator. We must change this before
performing any operations. The lowest common denominator between 6, 6 and 2 is 6. Two of the fractions are
already named in sixths. We must rename the last one in sixths.
1
3
1 =1
2
6
Next we can rewrite the problem.
4
1
3
2 +1 1 =
6
6
6
Add the first two mixed numbers.
1
5
4
2 +1 = 3
6
6
6
Now we can take that sum and subtract the last mixed number.
3
2
5
3 1 = 2
6
6
6
Dont forget to simplify.
2
1
2 =2
6
3
Now its time for you to try a few on your own. Be sure your answer is in simplest form.
Example A
6 48 + 2 28 1 81 =
Solution: 7 58
Example B
4 39 + 2 13 1 92 =
Solution: 5 49
Example C
2 13 + 5 13 6 41 =
5
Solution: 1 12
528
www.ck12.org
Now back to Travis and the pipe. Here is the original problem once again.
Travis is doing exactly that. He has three pieces of pipe that has to be clamped together. It will be connected by a
professional, but Travis needs to combine the pieces of pipe and figure out the total length that he has.
The first piece of pipe measures 5 13 feet.
The second piece of pipe measures 6 12 feet.
The third piece of pipe measures 2 13 feet.
If Travis is going to combine these together, then he has to add mixed numbers.
To solve this, we can begin by writing an expression that shows all three mixed numbers being added together.
1
1
1
5 +6 +2 =
3
2
3
Now we can convert all of the mixed numbers to improper fractions.

16
3
7
+ 13
2 +3
Next, we rename each fraction using the lowest common denominator. The LCD of 3 and 2 is 6.
32
6
14
+ 39
6 + 6
Next, we add the numerators.

85
6
= 14 16 feet.
This is our answer.
Guided Practice

2 18 + 3 14 2 21 =
Answer
To start, we need to convert all of the mixed numbers to improper fractions.
17
8
5
+ 13
4 2
Now we rename each fraction using the lowest common denominator. The LCD of 8, 4 and 2 is 8.
17
8
20
+ 26
8 8
Now we can combine and simplify.

23
8
= 2 78
This is our answer.
Video Review
529
6.12. Expression Evaluation with Mixed Numbers
MEDIA
Khan Academy Subtracting Mixed Numbers
MEDIA
James Sousa Subtracting Mixed Numbers
MEDIA
James Sousa Example of Subtracting Mixed Numbers

Explore More
Directions: Evaluate each numerical expression. Be sure your answer is in simplest form.
1. 2 13 + 4 31 1 31 =
2. 6 25 + 6 52 1 51 =
3. 7 39 + 8 91 1 92 =
3
5
4
4. 8 10
+ 2 10
6 10
=
5. 6 15 + 2 53 1 51 =
6. 9 49 + 2 94 3 95 =
9
2
4
7. 6 12
+ 3 12
8 12
=
8. 7 89 1 91 + 1 93 =
9. 6 48 + 3 84 6 86 =
10. 14 32 2 13 + 1 13 =
11. 12 96 + 12 89 10 79 =
12. 9 71 + 12 37 + 1 27 =
13. 14 43 + 2 14 1 34 =
530
www.ck12.org
www.ck12.org
6
3
2
14. 18 15
+ 2 15
4 15
=
15. 12 91 + 2 13 1 16 =
531
6.13. Sums of Mixed Numbers with Renaming
www.ck12.org
6.13 Sums of Mixed Numbers with Renaming

Here youll learn to subtract mixed numbers with renaming.
Remember Travis and the window from the Expression Evaluation with Mixed Numbers Concept?
After measuring the window, Travis worked the rest of the day helping his Uncle Larry and Mr. Wilson cut the hole
for the window.
When they finished, they examined their work and felt good about what they had accomplished. The total height of
the wall is 8 ft. Travis is curious about the distance from the top of the window space to the edge where the wall
meets the ceiling. He knows that there is going to be crown molding that goes around the edge of the room when
finished, and he hopes that he can help select the style of crown molding.
Travis knows that the window is on a wall that is 8 ft high, and he knows that the distance from the floor to the top of
the window space is 64 58 inches. Given this information, what is the distance from the top of the window space to the
edge where the wall meets the ceiling? Travis is stuck on how to work through this problem. He knows that he will
need to convert the 8 foot wall to inches and then subtract, but he cant remember exactly how to do the subtraction.
This is where you come in. To accomplish this task, Travis will need to know how to subtract mixed numbers with
renaming. This Concept will help you learn all that you need to know!!
Guidance
Previously we worked on renaming fractions when we have two different denominators.

532
www.ck12.org
To rename a fraction means that we are going to take the fractions and write an equivalent fraction that has a
common denominator.
1 3
=
3 9
This is an example of renaming one-third to be three-ninths. The fractions are equivalent or equal, but the second
fraction has a denominator of 9.
Sometimes when we subtract mixed numbers, we must rename the mixed numbers in a different way.
What does this mean? It means that when we are subtracting a mixed number from a whole number, we must rename
to subtract correctly.
6
5
4
6
Here, we are trying to take a fraction from a whole number. We have to RENAME this whole number to do this.
How can we rename 6 to have a whole number part and a fraction part?
Think back. Remember when we learned that any fraction where the numerator and the denominator are the same
that the fraction is equal to one?
1=
4
4
or
3
3
or
5
5
Do you remember this? Well, if we can take one and rename it as a fraction, then we can use that to help us
in our subtraction.
In the problem above, we need to take 6 and make it a mixed number so that we can subtract. To do this, we borrow
a one from the six and make it five. Then we take that one and make it into a fraction that has sixths as a denominator
since that is the denominator of the fraction we are subtracting.
6=5
6
6

6
6
5
4
6
1
1
6
5
This is our final answer..

Sometimes, we also have to rename a mixed number if the fraction we are subtracting is larger than the first
fraction.
1
9
4
3
9
6
533
www.ck12.org
At first glance, this problem looks simple. We have two mixed numbers. This is unlike the first example where
we had a whole number and a mixed number. But watch out!! This one is tricky. Four-ninths is larger than
one-ninth. We cannot subtract four-ninths from one-ninth.
To make this work, we have to rename the top mixed number!

How do we do this? We can do this by changing the whole number six into five and nine-ninths-then we add that to
the one-ninth to make a larger fraction.
9
9
9 1
10
5 + =5
9 9
9
6=5
Now we can rewrite the problem and subtract.
10
9
4
3
9
6
2
2 =2
9
3
5
Notice that we simplified, so this is our final answer.
Sometimes, you will find numerical expressions that have multiple operations in them, but will that will still require
renaming.
534
www.ck12.org
1
1
52 +4
8
8
To work on this problem, we need to think of it as two separate problems. Working in order from left to right, we
complete the subtraction problem first and then add the final mixed number to the difference.
5
2
1
8
To work on this problem, we first need to rename 5. We rename it to a mixed number equivalent of 5 with a fraction
in eighths.
5=4
8
8
Now we can subtract easily.
8
1
7
4 2 = 2
8
8
8
Next, we add this mixed number with the last mixed number in the original expression.
7
1
8
2 +4 = 6 = 7
8
8
8
Notice that we ended up with an extra whole at the end.
This is our answer in simplest form.
Try a few of these on your own. Be sure your answer is in simplest form.
Example A
7 2 15 =
Solution: 4 45
Example B
Rename 8 as an equivalent mixed number.

Solution: 7 88
Example C
9 14 3 34 =
535
www.ck12.org
Solution: 5 24 = 5 12
Now back to the window problem. Lets see how Travis can find an answer to this problem.
Travis knows that the window is on a wall that is 8 ft high, and he knows that the distance from the floor to the top
of the window space is 64 85 inches.
Given this information, what is the distance from the top of the window space to the edge where the wall meets the
ceiling?
Travis is stuck on how to work through this problem. He knows that he will need to convert the 8 foot wall
measurement to inches and then subtract, but he cant remember exactly how to do the subtraction.
Lets convert the 8 ft wall into inches since our window measurement is in inches.
There are 12 inches in 1 foot, so 12 8 = 96 inches. The wall is 96 inches high.
Next, we subtract the total from the floor to the top of the window space from the height of the wall.
96 64
5
=
8
To do this, we are going to need to rename 96 in terms of eighths.
96 = 95
8
8
Now we can subtract.

8
5
3
95 64 = 31
8
8
8
From the top of the window space to the edge where the wall meets the ceiling is 31 38 inches.
Guided Practice

8 31 2 34 =
Answer
You will have to subtract these mixed numbers by renaming.
16
9
7
8 13 2 34 = 7 12
2 12
= 5 12
This is the answer.

Video Review
MEDIA
536
www.ck12.org
PlettskiProductions: Subtracting Mixed Numbers

Explore More
Directions: Rename each whole number as a mixed number with a fraction terms of sixths.
1. 4
2. 5
3. 6
4. 10
5. 9
6. 12
Directions: Find each difference. Rename mixed numbers as needed and be sure that your answer is in simplest
form.
7. 3 2 41 =
8. 7 2 62 =
9. 10 4 51 =
10. 8 2 94 =
11. 14 6 23 =
2
12. 15 6 10
=
13. 11 4 17 =
14. 18 16 15 =
15. 20 15 26 =
16. 7 61 4 36 =
17. 9 51 3 45 =
18. 10 81 4 38 =
19. 15 91 8 49 =
20. 17 74 9 67 =
537
6.14. Addition and Subtraction with Time
www.ck12.org
6.14 Addition and Subtraction with Time

Here youll learn to add and subtract measures of time.
Have you ever lost something that you needed to do a job?
While working, Travis accidentally loses his measuring tape. He searches everywhere, but cant seem to find it.
Uncle Larry, I cant find my measuring tape, Travis says. Im going to ride my bike to the hardware store and get
a new one.
Alright Travis, but we are having a meeting at 11 and I would like you to be back for it, Uncle Larry says.
Travis looks down at his watch. It is 10:15. He knows that he can make it, but he will need to hurry. Travis dashes
out the door and jumps onto his bike. He rides to the store, gets his measuring tape and returns back. It takes Travis
1
2 hour to ride to the store and back. He gets a little distracted in the store, but after 10 minutes, he finds and buys
the measuring tape. Did Travis make it back in time for the meeting? You will need to learn some information about
calculating time to be sure.
Pay close attention and you will be able to figure this problem out at the end of the Concept.
Guidance
We add and subtract units of time every day. Sometimes, we are trying to figure out whether we will be on time or
late. In other situations, we are trying to figure out a movie time or the time to meet a friend, or how long the soccer
game actually lasted.
To calculate units of time, we are going to need to know how to convert minutes to seconds to hours.
538
www.ck12.org
One of the first things that you need to know how to do when working with time is to convert different units.
How do we convert units?
The easiest way is to simply multiply or divide. Sometimes, you will be able to accomplish this using mental math.
In fact, you should try to figure things out in your head whenever possible. In this Concept, you can see the work
the long way too, but mental math is almost always quicker.
120 minutes = _______ hours
First, try to figure this one out in your head using mental math. Now lets look at the solution.
To convert a smaller unit to a larger unit, we divide.
There are 60 minutes in one hour, so we divide 120 minutes by 60 and we get 2.
120 minutes = 2 hours
We can also do this the other way around.
How many minutes are there in 4 hours? To solve this problem, we are going from a larger unit to a smaller unit, so
we multiply.
4 60 = 240
There are 240 minutes in 4 hours.
What about when you have fractional units of time?
Sometimes, we measure time using fractional units. We might use the phrase 34 of an hour or
also figure out how many minutes these fractional units of time are.
1
2
an hour. We can
Here are some given fractional units of time. We can figure out whether or not these measures are accurate.
539
www.ck12.org
Lets test it out and prove that 14 hour is equal to 15 minutes. If we know that there are 60 minutes in one hour then
we can multiply 14 (60) and that will give us the number of minutes.
1
60
(60) =
= 15
4
4
Our work is accurate. We can also figure out any fraction of an hour using this method.
Example A
180 minutes = ______ hours

Solution: 3 hours
Example B
5 hours = ______ minutes

Solution: 300 minutes
Example C
180 seconds = ______ minutes

Solution: 30 minutes
Now back to Travis and his time dilemma. Here is the original problem again.
While working, Travis accidentally loses his measuring tape. He searches everywhere, but cant seem to find it.
Uncle Larry, I cant find my measuring tape, Travis says. Im going to ride my bike to the hardware store and get
a new one.
Alright Travis, but we are having a meeting at 11 and I would like you to be back for it, Uncle Larry says.
Travis looks down at his watch. It is 10:15. He knows that he can make it, but he will need to hurry. Travis dashes
out the door and jumps onto his bike. He rides to the store, gets his measuring tape and returns back.
It takes Travis 12 hour to ride to the store and back. He gets a little distracted in the store, but after 10 minutes, he
finds and buys the measuring tape.
Did Travis make it back in time for the meeting? You will need to learn some information about calculating time to
be sure.
Now we need to add up the time that it took Travis to go to the store, buy the measuring tape and get back.
Riding time = 30 minutes of riding time total-15 minutes there and 15 minutes back.
10 minutes in the store.
30 + 10 = 40 total minutes
How much time was there from 10:15 when Travis left until the meeting at 11:00?
11 - 10:15 = 45 minutes
45 - 40 = 5 minutes
Travis arrived back at the work site with five minutes to spare.
540
www.ck12.org
Guided Practice

What is
1
8
of an hour in minutes?
Answer
To figure this out, we multiply
1
8
times 60 since we want our answer in minutes.
1
60
(60) =
= 7.5
8
8
Our answer is 7.5 minutes or 7 12 minutes.
Video Review
MEDIA
Khan Academy Time Differences
MEDIA
James Sousa Operations with Time

Explore More
Directions: Add the following units of time.

1. 15 minutes plus 60 minutes = ______
2. 10 minutes and twenty minutes = ______
3. 15 seconds and 45 seconds = ______
4. 50 minutes and 20 minutes = ______ hours ______ minutes
5. 75 minutes and 15 minutes = ______ hours
6. 35 minutes and 10 minutes = ______ minutes
541

9. 120 minutes and ten minutes = ______ hours ______ minutes
10. 300 seconds and 5 minutes = ______ minutes
Directions: Convert the following units and fractional units of time.
11. 3000 seconds = ______ minutes
12. 4 hours = ______ minutes
13. 6000 seconds = ______ hours ______ minutes
14. 120 minutes = ______ hours
17. 12,000 seconds = ______ minutes
18.
19.
20.
542
1
4
1
8
1
2
hour = ______ minutes

www.ck12.org
www.ck12.org
6.15 Elapsed Time

Here youll learn to find elapsed time.
Have you ever wondered how long something was? Take a look at this dilemma.
James went to a concert. It was supposed to start at 8 pm, but started late. Instead, it started at 8:08 and ended at
10:12. How long was the concert?
To figure this out, you will need to know about elapsed time. Pay attention and you will know how to figure
this out by the end of the Concept.
Guidance
Elapsed time tells us how much time passes between two events. We can calculate the elapsed time by figuring out
the difference between a start and a stop time.
Soccer practice begins at 3:15 P.M. and ends at 4:45 P.M. Determine how long soccer practice lasts.
To solve this problem, we need to set up a subtraction problem that could be used to find the number of hours
and minutes that pass between those two times.
Subtract the starting time from the stopping time. Each time in the problem above represents the number of minutes
and hours past noon.
4 : 45
3 : 15
1 : 30
Soccer practice lasts for 1 hour 30 minutes.
Sometimes, we will need to rename the times in a problem in order to subtract them.
A dance performance starts at 7:30 P.M. and ends at 10:10 P.M. How long does the performance last? Subtract to
find the amount of time that passes between those two times.
10 : 10
7 : 30
You cannot subtract 30 minutes from 10 minutes, so you must rewrite 10:10. Remember, 10:10 stands for 10 hours
10 minutes. Rewrite that time as follows. Remember that 1 hour = 60 minutes.
10 : 10 = 10h 10 min
= 9h + 1h + 10 min
= 9h + 60 min + 10 min
= 9h 70 min or 9 : 70
543
6.15. Elapsed Time
www.ck12.org
Rewrite 10:10 as 9:70. Then subtract.
9 : 70
7 : 30
2 : 40
The dance performance lasts for 2 hours 40 minutes.
What about when an event starts in the morning and ends in the afternoon, how do we calculate elapsed time
then?
To do this, we are going to need a different strategy.
Example A
The game started at 9:10 am and ended at 11:15 am. What was the length of the game?
Solution: 2 hours and 5 minutes
Example B
The movie started at 7:30 pm and ended at 10:20 pm. How long was the movie?
Solution: 2 hours and 50 minutes
Example C
Jake walked from 7:15 am until 9:00 am, how long was his walk?
Solution: 1 hour and 45 minutes
James went to a concert. It was supposed to start at 8 pm, but started late. Instead, it started at 8:08 and ended at
10:12. How long was the concert?
To figure this out, we can simply subtract the times. Lets start with the later time first.
10 : 12 8 : 08
Next, we simply subtract.
10 : 12 8 : 08 = 2 : 04
This is our answer.
Guided Practice
The soccer game started at 10:00 am and ended at 1:40 pm. How long was the game? To figure this out, we must
first count up to noon. From 10 to Noon is 2 hours, so we need to keep track of that time. The elapsed time is 2
hours. Then we can figure out how long it was from noon to 1:40 pm. That is 1 hour and 40 minutes. Finally, we
can add the two figures together.
544
www.ck12.org
2 : 00
+ 1 : 40
3 : 40 minutes
Video Review
MEDIA
Khan Academy Time Differences
MEDIA
Elapsed Time
MEDIA
James Sousa Operations with Time

Explore More
Directions: Calculate the elapsed time in each problem.

1. If a movie starts at 7:15 and ends at 9:20, how long was the movie?
2. If a movie starts at 7:15 and ends at 9:20, but has ten minutes of previews, how long is the movie?
3. If a movie was 1:50 minutes and started at 8 pm, what time would the movie end?
4. If there were an additional 15 minutes of previews in this movie, what time would the movie end?
5. If there was also a 10 minute intermission, what time would the movie end?
6. A hike lasted for 2 hours. If it started at 8:20, what time did it end?
545
6.15. Elapsed Time
www.ck12.org
7. A hike lasted for 3 hours and five minutes. If it started at 9:05, what time did it end?
8. A walk started at 7:09 and went until 10:45. How long was the walk?
9. If a movie starts at 5:15 and ends at 6:20, how long was the movie?
10. Jesse rode his bike from 8 pm until 9:07, how long did he ride?
11. Jesse went swimming from 9:07 until 10:03, how long did he swim?
12. If Marcy went swimming twice as long as Jesse, how long did she swim?
13. Caleb went swimming half as long as Jesse, how long did he swim?
14. Samuel attended an assembly that lasted for four hours. If it started at 8:32, what time did it end?
15. If the Campbell family went to the beach for five hours and 11 minutes and they left at 7 pm, what time did they
arrive?
546
www.ck12.org
6.16 Quartiles
Here youll learn to order a set of data to find measures for the data.
On Thursday, a real estate agent came to visit the construction site. She spent a long time talking with Uncle Larry
while Travis was helping Mr. Wilson arrange some tile for a bathroom floor. Travis was very curious about what they
were discussing. The realtor handed Uncle Larry a sheet of paper to look at. After the realtor left, Travis decided to
ask Uncle Larry about the meeting. What was that all about? Travis asked.
Well, the man who owns this house has decided to sell it, Uncle Larry explained. The realtor wants to know when
it will be finished so that she can be sure that she has enough time in the selling season to sell it.
What is a selling season?
Certain times of the year are better for buying and selling houses. Spring and summer are the best times in this
area. This sheet says about how long it took houses in this area to sell last spring and summer. We want to be sure
to be finished in time so that the realtor can sell this house.
Travis takes a look at the paper. Here is what he sees.
#3 - 30 days
#25 - 32 days
#1 - 35 days
#14 - 40 days
#28 - 45 days
#77 - 60 days
#32 - 65 days
#19 - 90 days
#21 - 100 days
#22 - 120 days
Wow, thats a big range, Travis says.
Yes, now we need to get back to work.
Travis is puzzled by the data. He wonders what the average selling time was for the houses that sold last summer.
He is also curious about the shortest and the longest sale.
547
6.16. Quartiles
www.ck12.org
When looking at this data, Travis will need to analyze it to figure out certain measures. In this Concept, you
will learn the same skills, then you will know how Travis can complete this task.
Guidance
Todays Concept focuses on data once again. This time, we will be ordering data. Eventually, we will be building
box-and-whisker plots.
To understand a box-and-whisker plot, there is some vocabulary to learn. We can practice with these new terms
before building a data display.
Our first key word when working with box-and-whisker plots is median.
When working with data, we often have series of numbers that tell us important information. Here is a data set
showing the number of hours that the average teenager works in a part time job.
16, 10, 8, 8, 11, 11, 12, 15, 10, 20, 6, 16, 8
To work with this set of data, the first thing that we need to do is to order it. To order it means that we write
the data in order from least to greatest including any repeated numbers.
6, 8, 8, 8, 10, 10, 11, 11, 12, 15, 16, 16, 20
Next, we find the median. Remember that the median is the middle number in a set of data. Here there are 13
values. The median is 11. The next key term that we need to understand is a quartile. A quartile divides the data
set into four parts. With the median, our data set is divided into two parts. The first part is the first half up to 10 and
the second half starts at 11 and goes to 20. Take a look.
6, 8, 8, 8, 10, 10, 11, 11, 12, 15, 16, 16, 20
To use quartiles, we need to divide this data set into four sections, not just two. To do this, we find the median of the
first half of the data and the median of the second half of the data. The median of the first half of the data is called
the lower quartile. The median of the second half of the data is called the upper quartile.
6, 8, 8, 8, 10, 10, 11, 11, 12, 15, 16, 16, 20
The lower quartile is the average between 8 and 8. The lower quartile is 8.
The upper quartile is the average between 15 and 16. The upper quartile is 15.5.
The next term that we need to know is the extremes.
The term extremes refers to the lowest value in a data set (the lower extreme) and the highest value in a data set (the
upper extreme).
In the set we just looked at, 6 is the lower extreme and 20 is the upper extreme.
Check your understanding by answering these questions.
4, 4, 5, 6, 7, 8, 11, 13, 16
Example A
What is the median of this data set?

Solution: 7
Example B
What is the lower quartile?

548
www.ck12.org
Solution: 4.5
Example C
What is the upper extreme?

Solution: 16
Now lets go back to Travis and the real estate market.
Travis is puzzled by the data. He wonders what the average selling time was for the houses that sold last summer.
He is also curious about the shortest and the longest sale.
To work with this data, Travis will need to begin by analyzing it for the different measures. These are the ones that
you just learned about in the Concept.
30, 32, 35, 40, 45, 60, 65, 78, 90, 100, 120
The median is 60 days. That was the median number of days that it took to sell a house. What is the lower
quartile number of days? This is the lowest number of days on average.
30, 32, 35, 40, 45, 60, 65, 78, 90, 100, 120
35 days is the average of the lower quartile.
What is the upper quartile number of days? This is the highest number of days on average.
30, 32, 35, 40, 45, 60, 65, 78, 90, 100, 120
90 days is the average of the upper quartile.
Then we have two extremes-the lowest number of days is 30-that is the lower extreme. The highest number of
days is 120; that is the upper extreme.
Now Travis wonders if there is a way to show this data. That is what you will learn in the next Concept.
Guided Practice

What is the median of this data set?
4, 5, 12, 11, 9, 8, 7, 4, 3
Answer
To figure this out, we must first write the data set in order from least to greatest.
3, 4, 4, 5, 7, 8, 9, 11, 12
The median is the middle score.
There are nine values in this data set.
The median is 7.
This is our answer.
Video Review
549
6.16. Quartiles
www.ck12.org
MEDIA
Khan Academy Box-and-Whisker Plot

This video presents box-and-whisker plots.
MEDIA
Box-and-Whisker Plots
Explore More
Directions: Use each data set to answer the questions following it.
3, 5, 6, 8, 11, 13, 15, 17, 19
1. How many values are there in this data set?
2. What is the median of the data?
3. What is the range?
4. What is the upper quartile?
5. What is the lower quartile?
6. What are the extremes?
100, 112, 115, 122, 123, 126, 130, 131
113, 120, 131, 142, 150, 155, 157, 161, 167
550
www.ck12.org

551
6.17. Box-and-Whisker Plots
www.ck12.org
6.17 Box-and-Whisker Plots

Here youll learn how to draw a Box-and-Whisker Plot and then use that plot to analyze data.
Remember Travis and the real estate dilemma in the Quartiles Concept? Well, after Travis had worked to find all of
the measures, he decided that he wanted to create a visual display of the data. What does this mean? Lets look at
the problem from the last Concept and go from there.
On Thursday, a real estate agent came to visit the construction site. She spent a long time talking with Uncle Larry
while Travis was helping Mr. Wilson arrange some tile for a bathroom floor. Travis was very curious about what they
were discussing. The realtor handed Uncle Larry a sheet of paper to look at. After the realtor left, Travis decided to
ask Uncle Larry about the meeting. What was that all about? Travis asked.
Well, the man who owns this house has decided to sell it, Uncle Larry explained. The realtor wants to know when
it will be finished so that she can be sure that she has enough time in the selling season to sell it.
What is a selling season?
Certain times of the year are better for buying and selling houses. Spring and summer are the best times in this
area. This sheet says about how long it took houses in this area to sell last spring and summer. We want to be sure
to be finished in time so that the realtor can sell this house.
Travis takes a look at the paper. Here is what he sees.
#3 - 30 days
#25 - 32 days
#1 - 35 days
#14 - 40 days
#28 - 45 days
#77 - 60 days
#32 - 65 days
#19 - 90 days
#21 - 100 days
#22 - 120 days
Wow, thats a big range, Travis says.
552
www.ck12.org
Yes, now we need to get back to work.

To create a visual display of the data, Travis will need to create a box - and - whisker plot. You will learn exactly
how to do that in this Concept.
Guidance
Previously we worked on analyzing all of the measures. Remember these are the quartiles, the median and the
extremes. These are the key parts to a box-and-whisker plot. Now that you have identified all of the key parts of
a box-and-whisker plot, we can move on to drawing one. Here are the key things that we need to do BEFORE
drawing a box-and-whisker plot.
We have this information for the data set that we looked at in the last section. Here is the data set again.
6, 8, 8, 8, 10, 10, 11, 11, 12, 15, 16, 16, 20
Here are the steps to drawing a box-and-whisker plot.
1. Draw a number line labeled to show the range of data from least to greatest.
2. Mark the median, the upper quartile, the lower quartile, the lower extreme and the upper extreme on the
number line.
3. Draw in a box around the quartiles. The median is the middle line of the two boxes.
4. Then draw in the whiskers. These are lines that extend from each quartile to the upper and lower extremes.
Here is a picture of a number line with a completed box-and-whisker plot on it.
Now lets examine this plot. The first box goes from the lower quartile 8 to the median 11. The second box
goes from the median 11 to the upper quartile 15.5. The whiskers extend out from the lower quartile to the
lower extreme of 6, and from the upper quartile to the upper extreme of 20.
Now that you know how to draw a box-and-whisker plot and find the median, quartiles and extremes of a set
of data, we can work the other way around. We can look at a box-and-whisker plot to identify the median,
quartiles and extremes.
553
www.ck12.org
We can use this chart to examine the data. The median divides the two boxes. The median here is 200. The lower
quartile is 100 and the upper quartile is 300. The lower extreme is 50 and the upper extreme is 400. We can use a
box-and-whisker plot to analyze data, to show data in a visual way, and to compare two sets of data.
What happens when we have a two box-and-whisker plots? What does this mean?
When we have two box-and-whisker plots on the same set of data we are comparing the similar data. The data
probably has close to the same range, but we can get a good idea about the data from looking at the box-and-whisker
plot. We can see how much two sets of similar data vary by looking at the plot.
This box-and-whisker plot looks at the length of the American alligator vs. the Crocodile.
American Alligators range in length from 8.2 to 11.2, with the longest being 17.5 ft long.
Crocodiles range in length from 3.3 to 7.9, with the longest being 15.9 feet long.
The top box-and-whisker plot represents the length of the American Alligator.
The bottom box-and-whisker plot represents the length of the crocodile.
The key thing to notice is that the range of the Crocodile varies more than the American Alligator.
The American alligator ranges from 8.2 to 18 ft, while the crocodile ranges from 3.3 to 16 feet. That is a range of
10 (American) compared to a range of about 13 feet (Crocodile).
Now its time for you to try a few. Use this box-and-whisker plot.
554
www.ck12.org
Example A
What is the smallest value on the plot?

Solution: 34
Example B
What is the greatest value on the plot?

Solution: 58
Example C
What is the median of the whole data set?

Solution:45
Now lets go back and see what kind of visual display Travis can make given his data.
To organize this data, Travis can build a box-and-whisker plot.
First, lets go back and underline the important information. Here is the data for us to analyze. Lets find the
median first of all.
30, 32, 35, 40, 45, 60, 65, 78, 90, 100, 120
The median is 60 days. That was the median number of days that it took to sell a house. What is the lower
quartile number of days? This is the lowest number of days on average.
30, 32, 35, 40, 45, 60, 65, 78, 90, 100, 120
35 days is the average of the lower quartile.
What is the upper quartile number of days? This is the highest number of days on average.
30, 32, 35, 40, 45, 60, 65, 78, 90, 100, 120
90 days is the average of the upper quartile.
Then we have two extremes-the lowest number of days is 30-that is the lower extreme. The highest number
of days is 120; that is the upper extreme. To get a visual of when the real estate agent can expect to sell the
house, we can look at the boxes of the box-and-whisker plot. Lets draw it. First, we can take the number of
days that it took to sell a home last year and use this for our data range. Selling days ranged from 30 to 120
days. That is a big range. We can organize the data in tens.
30, 40, 50, 60 70, 80, 90 100, 120
Travis looks at the chart. There is a large time range where the house will probably sell. It could sell in 35 days or
in 90 days, but the average time was 60 days. Travis is excited to show his work to his Uncle Larry.
Guided Practice

555
www.ck12.org
The weight of bears varies between species. Weight also varies within species as a result of habitat and diet. The
box-and-whisker plot was created after recording the weight (in pounds) of several black bears across the country.
Use the box-and-whisker plot to answer the questions below.
Answer
How is the number line organized?
The number line is labeled by tens. Notice that each section on the number line has been divided into fifths.
Therefore, each mark on the number line represents two.
What are the highest and lowest weights represented on the box-and-whisker plot?
The lowest value or weight is 127 pounds. The highest value or weight is 201 pounds.
What is the median weight for a black bear?
The median weight is 163 pounds.
These are our answers.
Video Review
MEDIA
Khan Academy Box-and-Whisker Plot

This video presents box-and-whisker plots.
556
www.ck12.org
MEDIA
Box-and-Whisker Plots
Explore More
Directions: Use the following box-and-whisker plot to answer the questions.
1. What is the median score in this box-and-whisker plot?

5. What is the lower extreme?
6. What is the upper extreme?
7. How many values are in the data?
Directions: Use the data to build a box-and-whisker plot. Then answer the questions.
25, 26, 30, 18, 24, 26, 19, 21, 22
8. Box-and-whisker plot
9. Write the data in order from least to greatest.
10. What is the median score?
13. What is the lower extreme?
14. What is the upper extreme?
557
6.18. Problem Solving Plan, Diagrams
www.ck12.org
6.18 Problem Solving Plan, Diagrams

Here youll learn how to use the problem solving strategy: draw a diagram.
On his last day with Uncle Larry, Travis worked with Mr. Wilson on laying tile on the kitchen floor. Travis worked
hard all morning and he was a bit discouraged when he reached his first break and realized that he had only finished
about one-third of the floor. It had taken Travis two hours to tile one-third of the floor. He thought about this as he
drank from his water bottle and ate an apple. If it took me this long to tile one-third, how long will it take me to
finish? Travis wondered.
The floor is divided into 12 sections. If he has finished one-third of them, how many sections has he completed?
This is the number that he completed in the two hours.
How many sections does he have left to complete? About how long will it take him to finish the rest?
There are many different strategies you could use to help Travis solve this problem, but drawing a diagram is
probably the most useful. This Concept will show you how to effectively use a diagram to solve a problem.
Guidance
You have been learning about fractions and mixed numbers and about how to add and subtract them. Many of the
examples in these Concepts have used pictures to help you learn to solve them. Drawing a diagram or a picture is a
strategy to help you solve many different problems. The first thing that you have to do when approaching a problem
is to read and understand the problem and how to solve it.
John ate
1
5
of the cake. What fraction is left?
First, you can see that we have the amount of cake the John ate and we need to know how much he has left. We are
going to be subtracting. Lets draw a diagram to show what we know about John and his cake.
Now that we have looked at what we know and what we need to know, we can draw the diagram. This is a diagram
of fraction bars to represent Johns cake. The blue section shows how much of the cake John has eaten. The white
bars represent the amount of cake that is left.
Here is the one-fifth that John ate. You can see that there are four-fifths left.
558
www.ck12.org
The answer to the problem is four-fifths.

Sometimes, we can set up a problem as addition and sometimes we can set it up as subtraction. Often times both
ways will work but one will make more sense than the other.
3
Shannon jogged 1 20
miles yesterday. Today, she jogged
1
2
mile. How many total miles did Shannon jog?
Method one Draw a diagram:

One way to solve this problem is to draw a diagram. Lets start by looking at the first distance that Shannon jogged.
3
of the diagram.
Draw two same-sized rectangles. Divide one rectangle into 20 equal-sized sections. Then shade 1 20
3
miles that Shannon jogged yesterday.
This represents the 1 20
Shannon also jogged

So, shade
1
2
1
2
mile today.
of the partially filled rectangle to represent the distance she jogged today.
13
The diagram is 1 13
20 shaded. So, Shannon jogged a total of 1 20 miles on those two days.
Method two Set up an addition problem:

3
To find out how many miles she jogged all together, add 1 20
+ 12 . The fractional part of the mixed number has a
different denominator than 21 . Find the least common multiple (LCM) of both denominators. The least common
multiple of 20 and 2 is 20. Next, we rename the fractions.
1 10
=
2 20
Now we can add the two together.
3
10
13
+
=1
20 20
20
Notice that our answer is the same. Both methods will produce the same result. You can choose the method that
you find easiest when working on problems like this.
Now its time for you to try a few. Draw a diagram and solve each problem.
Example A
2 13 + 4
Solution:6 31
559
www.ck12.org
Example B
4
5
51
Solution: 35
Example C
3
4
+ 42
Solution:1 14
Lets use a diagram to help Travis with his tiling project. Here is the original problem once again.
On his last day with Uncle Larry, Travis worked with Mr. Wilson on laying tile on the kitchen floor. Travis worked
hard all morning and he was a bit discouraged when he reached his first break and realized that he had only finished
about one-third of the floor. It had taken Travis two hours to tile one-third of the floor. He thought about this as
he drank from his water bottle and ate an apple. If it took me this long to tile one-third, how long will it take me
to finish? Travis wondered. The floor is divided into 12 sections. If he has finished one-third of them, how many
sections has he completed? This is the number that he completed in the two hours. How many sections does he have
left to complete? About how long will it take him to finish the rest?
First, lets underline all of the important information to help us read and understand the problem. Lets
figure out how much of the floor Travis has finished. First, lets find an equivalent fraction for one-third with
a denominator of 12.
1
4
=
3 12
Next, we can draw a diagram of the finished part of the floor.
Here is a picture of what Travis has finished.

How much does he have left?
We can count the units and see that he has
8
12
of the floor left to tile. This is double what he did in two hours.
Travis has about four hours of work left.

Travis finishes his break and gets back to work. If he continues working at the same pace, he will finish
working around 2 pm just in time for some pizza for lunch.
Guided Practice

Teri ran 1 12 miles yesterday, and she ran 2 12 miles today. How many miles did she run in all?
If John ran 7 miles, what is the difference between his total miles and Teris total miles? How many miles have they
run altogether?
Answer
560
www.ck12.org
We can solve this problem a couple of different ways. First, we could draw a diagram of the path of both runners.
Lets start with Terri.
1 12 + 2 12 = 4 miles
Terri ran 4 miles.
John ran 7 miles.
There is a difference of 3 miles.
Together, they ran 11 miles.
Video Review
MEDIA

Explore More
Directions: Solve each of the following problems by using a problem solving strategy.
1. Tyler has eaten one-fifth of the pizza. If he eats another two-fifths of the pizza, what part of the pizza does he
have left?
2. What part has he eaten in all?
3. How many parts of this pizza make a whole?
4. Maria decides to join Tyler in eating pizza. She orders a vegetarian pizza with six slices. If she eats two slices of
pizza, what fraction has she eaten?
5. What fraction does she have left?
6. If Tyler was to eat half of Marias pizza, how many pieces would that be?
7. If Maria eats one-third, and Tyler eats half, what fraction of the pizza is left?
8. How much of the pizza have they eaten altogether?
9. John and Terri each ran 18 miles. If Kyle ran half the distance that both John and Teri ran, how many miles did
he run?
10. If Jeff ran 3 12 miles, how much did he and Kyle run altogether?
11. What is the distance between Jeff and Kyles combined mileage and John and Teris combined mileage?
12. Sarah gave Joey one-third of the pie. Kara gave him one-fourth of another pie. How much pie did Joey receive
altogether?
13. Is this less than or more than one-half of a pie?
561
www.ck12.org
14. Who gave Joey a larger part of the pie, Kara or Sarah?
15. What is the difference between the two fractions of pie?
Summary
Having completed this chapter, students are now ready to move on to Chapter Seven. Each Concept has provided
students with an opportunity to engage and practice skills in many Concepts including rounding fractions and
mixed numbers, adding fractions with like and unlike denominators, subtracting fractions with like and unlike
denominators, adding and subtracting mixed numbers, calculating elapsed time, box-and-whisker plots and problem
solving.
562
www.ck12.org
Chapter 7. Multiplication and Division of Fractions
C HAPTER
Multiplication and Division

of Fractions
Chapter Outline
7.1
M ULTIPLICATION OF F RACTIONS BY W HOLE N UMBERS
7.2
M ULTIPLICATION OF W HOLE N UMBERS BY F RACTIONS
7.3
P RODUCT E STIMATION WITH W HOLE N UMBERS AND F RACTIONS
7.4
P RODUCTS OF T WO F RACTIONS
7.5
P RODUCTS OF T HREE F RACTIONS
7.6
E XPRESSION E VALUATION WITH P RODUCTS OF F RACTIONS
7.7
P RODUCTS OF M IXED N UMBERS
7.8
E XPRESSION E VALUATION WITH P RODUCTS OF M IXED N UMBERS
7.9
I DENTIFICATION AND W RITING OF R ECIPROCAL F RACTIONS
7.10
D IVISION OF F RACTIONS BY W HOLE N UMBERS
7.11
D IVISION OF W HOLE N UMBERS BY F RACTIONS
7.12
Q UOTIENTS OF F RACTIONS
7.13
D IVISION OF M IXED N UMBERS BY F RACTIONS
7.14
Q UOTIENTS OF M IXED N UMBERS
7.15
I DENTIFICATION OF E QUIVALENT C USTOMARY U NITS OF W EIGHT
7.16
I DENTIFICATION OF E QUIVALENT C USTOMARY U NITS OF C APACITY
7.17
S ELECTION OF A PPROPRIATE W EIGHT OR C APACITY U NITS
7.18
C ONVERSION OF C USTOMARY U NITS BY M ULTIPLYING
7.19
C ONVERSION OF C USTOMARY U NITS BY D IVIDING
7.20
P ROBLEM S OLVING P LAN , C HOOSE AN O PERATION
Introduction
situations, examples, guided practice and independent practice sections. In this seventh chapter, Multiplication
and Division of Fractions, students will engage in many Concepts including several ways to multiply fractions,
numerical and algebraic expressions, several ways to divide fractions, multiplying and dividing mixed numbers,
equivalent customary units of measurement and problem solving strategies.
563
7.1. Multiplication of Fractions by Whole Numbers
www.ck12.org
7.1 Multiplication of Fractions by Whole Numbers

Here youll learn to multiply fractions by whole numbers.
Have you ever been curious about the rainforest? Have you ever done a research project?
Julie has decided to do her research project in Mr. Gibbons class on the rainforest. She has loved learning all
about all of the animals that live there. Julie has been researching facts and is also aware of how certain factors are
endangering the rainforest each day. Today, Julie is working on the part of the project that has to do with rainfall.
The rainforest gets an average of 18 inch of rain each day. Some days there isnt any rain, but most days there is
some. The 18 inch average seems to make the most sense. I wonder how much rain the rainforest gets in about a
week, Julie says to her friend Camilla, who sits behind her in class. Oh, I know how to figure it out. Julie begins
to write the following figures on her paper.
1 1 1
+ +
8 8 8
You can get the answer that way, but I know a faster way than that, Camilla says, leaning over Julies shoulder.
Really, how? Julie says, turning around to see Camilla.
You could multiply, Camilla says, opening her own book.
Julie has to think about this for a minute. Multiply, Julie thinks to herself. How could I do that?
This Concept is about multiplying whole numbers and fractions. This is the Concept that Julie needs to help
her with her figures. While Julie looks in her math book, you pay close attention and at the end of the Concept
we will all be able to figure out the amount of rainfall.
564
www.ck12.org
Guidance
This Concept is going to focus on how to multiply fractions and whole numbers, but first, lets think about why we
would want to do this.
Why multiply fractions and whole numbers?
Remember that multiplication is repeated addition. Therefore, multiplication is a shortcut for addition. We saw this
with whole numbers. When we were adding the same number several times, it made much more sense to change the
addition problem to a multiplication problem.
5 + 5 + 5 + 5 becomes 5 4 = 20
This is also true of fractions. If we have a fraction that is being added multiple times, it makes more sense to turn
the problem into a multiplication problem.
1
9
+ 91 + 19 + 19 becomes 19 4
When you know how to multiply a fraction and a whole number, you can complete this problem quickly.
How do you multiply a fraction and a whole number?
1
4
9
First, you must change the whole number to a fraction. Remember that all whole numbers can be put over 1.
This doesnt change the value of the number. It is just another way of writing a whole number.
4=
4
1
We multiply two fractions by multiplying across. We multiply numerator by numerator and denominator by
denominator.
14 = 4
91 = 9
Sometimes, you will see the word of in a problem. The word of means multiply.
1
2
of 4
If we were to write this one as a multiplication problem, we can change the word of to a multiplication sign.
1
1 4 4
4 = = = 2
2
2 1 2
Here are a few for you to try on your own. Be sure your answer is in simplest form.
565
7.1. Multiplication of Fractions by Whole Numbers
www.ck12.org
Example A
1
4
5 =
Solution: 54 = 1 14
Example B
2
3
2 =
Solution:
4
3
= 1 31
Example C
1
7
8 =
Solution:
8
7
= 1 71
Now lets go back to the rainforest problem. Camilla has suggested that Julie should use multiplication. Because
Julies problem has repeated addition in it, Camillas idea is a good one. Lets take a look.
00
Lets solve the problem. The rainforest receives an average of 18 of rain per day. That is our fraction. Julie
wants to know the total rain in one week. There are seven days in one week.
We can multiply 7 times
1 00
8
to get the total inches of rain.
1
1 7 7 00
7 = =
8
8 1 8
This is the answer.
Guided Practice

Jessie handed out
2
9
of the cake to each of her three friends. How much cake was given out altogether?
Answer
Normally we would add to solve this problem. The word altogether tells us that this is addition. However, since
the same portion of the cake is being given out to each friend, we can multiply instead of add.
The cake part is 29 3
Now we have written a problem. We can make the whole number into a fraction over one and multiply across.
2 3 6
=
9 1 9
Our final step is to simplify. We can simplify six-ninths by dividing the numerator and denominator by the GCF of
3.
566
www.ck12.org
Video Review
MEDIA
Multiplying Fractions and Whole Numbers

Explore More
Directions: Multiply the following fractions and whole numbers. Be sure that your answer is in simplest form.
1. 6 12 =
2. 16 21 =
3. 26 21 =
4. 24 31 =
5. 18 31 =
6. 21 31 =
7. 36 31 =
8. 20 21 =
9. 20 41 =
10. 28 14 =
11. 8 42 =
12. 9 32 =
13. 6 32 =
14. 5 52 =
15.
1
2
9 =
567
7.2. Multiplication of Whole Numbers by Fractions
www.ck12.org
7.2 Multiplication of Whole Numbers by Fractions

Here youll learn to multiply whole numbers by fractions.
Remember Julie and the rainforest dilemma from the Multiplication of Fractions by Whole Numbers Concept? Well,
in that problem Julie began by looking at the fraction of rainfall. Then she multiplied that fraction by the number of
days.
What if we worked the other way around?
We could do it that way too. We could start with the number of days in the week and multiply the number of days, a
whole number, by the fraction of rainfall.
To do this, you will need to know how to multiply whole numbers with fractions. This Concept will teach you
how to do this.
Guidance
Previously we worked multiplying fractions by whole numbers, now we can also reverse the order too and multiply
whole numbers by fractions.
1
3
To work through this problem we do the same thing that we did when the numbers were reversed. We can turn 9
into a fraction over one and multiply across.
9 1 9
=
1 3 3
Here we have an improper fraction. We can turn this into a mixed number, or in this case a whole number. Nine
divided by three is three.
Our answer is 3.
Try a few of these on your own. Be sure to simplify your answer.

568
www.ck12.org
Example A
6 13 =
Solution:2
Example B
8 21 =
Solution:4
Example C
10 12 =
Solution:5
Now lets think about the rainforest problem.
00
Today, Julie is working on the part of the project that has to do with rainfall. The rainforest gets an average of 18 of
00
rain each day. Some days there isnt any rain, but most days there is some. The 81 average seems to make the most
sense.
Imagine that Julie wants to figure out how much rainfall there will be in 30 days. This is the whole number that she
will multiply with the amount of rainfall in one day.
We can multiply 30 times
1 00
8
to get the total inches of rain.
30 81 =
Now we multiply just as we would any whole number and fraction.
30
8
= 3 68 = 3 34
Guided Practice

6 32 =
Answer
Here we multiply the whole number and the fraction.
12
3
=4
Video Review
569
7.2. Multiplication of Whole Numbers by Fractions
www.ck12.org
MEDIA
Multiplying Fractions and Whole Numbers

Explore More
Directions: Multiply the following fractions and whole numbers. Be sure that your answer is in simplest form.
1. 9 23 =
2. 6 23 =
3. 5 25 =
4.
5.
6.
7.
8.
9.
1
2
2
7
1
3
3
4
3
4
3
5
9 =
9 =
7 =
10 =
12 =
10 =
10.
1
9
36 =
11.
1
9
63 =
12.
1
2
1
2
1
4
1
5
1
8
o f 14 =
13.
14.
15.
16.
570
o f 24 =
o f 44 =
o f 35 =
o f 40 =
www.ck12.org
7.3 Product Estimation with Whole Numbers

and Fractions
Here youll learn to estimate products of whole numbers and fractions.
Remember Julie and the rainforest from the Multiplication of Whole Numbers by Fractions Concept?
Well, Julie calculated that the average amount of rainfall in the rainforest per day was about
wanted to figure out how much rainfall there would be for one year, how could she do this?
1
8
of an inch. If Julie
There are 365 days in a year. If Julie multiplied 365 by one - eighth she could figure it out.
Or she could estimate. Julie could estimate the following product.
365 18
How could she do this?
This Concept will teach you how to estimate the products of whole numbers and fractions. By the end of the
Concept, you will understand how to help Julie figure this out.
Guidance
We can estimate products of whole numbers and fractions. When we estimate, we are looking for an answer that is
reasonable but need not be exact.
Before we look at how to do it, we need to know that the commutative property applies to multiplying fractions
and whole numbers. It doesnt matter which order you multiply in, the answer will be the same.
1 1
= 6
2 2
It doesnt matter which order we write the numbers in, the answer will remain the same. This is an illustration of
the commutative property.
How can we estimate the product of a whole number and a fraction?
To estimate the product, we have to use some reasoning skills.
3
12 =
9
To work on this problem, we have to think about three-ninths. Three-ninths simplifies to one-third. Now we can find
one-third of 12. Multiplying by one-third is the same as dividing by three.
Our answer is 4.
5
20 =
16
To estimate this problem, we must think about a fraction that is easy to divide into twenty, but that is close to
five-sixteenths. Four-sixteenths is close to five-sixteenths and it simplifies to one-fourth. Twenty is divisible by
four, so we can rewrite the problem and solve.
571
7.3. Product Estimation with Whole Numbers and Fractions
www.ck12.org
4
1
=
16 4
1
20 = 5
4
Remember that multiplying by one-fourth is the same as dividing by four, so our answer is five.
Our estimate is five.
Practice a few of these on your own. Estimate these products.
Example A
8 38 =
Solution:3
Example B
1
2
18 =
Solution:9
Example C
3
4
75 =
Solution:25
Now back to Julie and the rainforest. Here is the original problem once again.
Well, Julie calculated that the average amount of rainfall in the rainforest per day was about
wanted to figure out how much rainfall there would be for one year, how could she do this?
There are 365 days in a year. If Julie multiplied 365 by one - eighth she could figure it out.
Or she could estimate. Julie could estimate the following product.
365 18
How could she do this?
To do this, we could first round 365 up to 400.
400 is easily divisible by 8.
The answer is 50.
There is an average of 50 inches of rain in the rainforest per year.
Guided Practice

Estimate the following product.
1
2
280
Answer
572
1
8
of an inch. If Julie
www.ck12.org
To figure out this estimate, lets first round 280.

280 rounds up to 300.
Now we can easily find half of 300.
Our answer is 150.
Video Review
MEDIA
Multiplying Fractions and Whole Numbers - This video involves skills needed in this Concept.
Explore More
Directions: Estimate the products of the following fractions and whole numbers.
1. 6 12 =
2. 16 21 =
3. 26 21 =
4. 36 31 =
5. 40 51 =
6. 20 41 =
7. 30 21 =
1
8. 100 10
=
9. 60 31 =
10. 90 13 =
1
11. 33 11
=
12. 44 14 =
1
=
13. 36 12
1
14. 50 25
=
15. 75 34 =
573
7.4. Products of Two Fractions
www.ck12.org
7.4 Products of Two Fractions

Here youll learn to multiply two fractions.
Have you ever wondered about how much water there is in the world? How about in the rainforest?
Julie is amazed by all of the things that she is learning about the rainforest. One of the most interesting things that
she has learned is that two-thirds of all of the fresh water on the planet is found in the Amazon River. Well, it isnt
exactly found in the Amazon, but in its basin, rivers, streams and tributaries. Julie is working on a drawing to show
this. She draws the earth in one corner of the page and the Amazon River in the other corner of the page. As she
reads on in her book on the Rainforest, she learns a new detail about the water of the Amazon. One-fifth of the water
found in the Amazon River is found in its basin. Julie draws this on the page. She has the fraction two-thirds written
near the top of the Amazon River and one-fifth written near its basin. I wonder how much this actually is? Julie
thinks to herself. How much is one-fifth of two-thirds?
She leans over to her friend Alex in the next desk and asks him how to find one-fifth of two-thirds. Alex smiles
and takes out a piece of paper and a pencil. Before Alex shows Julie, you need to learn this information. This
Concept will teach you all about multiplying fractions. Then you can see how Alex applies this information
when helping Julie.
Guidance
Multiplying fractions can be a little tricky to understand. When we were adding fractions, we were finding the sum,
when we subtracted fractions we were finding the difference, when we multiplied a fraction by a whole number we
were looking for the sum of a repeated fraction or a repeated group.
What does it mean to multiply to fractions?
When we multiply two fractions it means that we want a part of a part.
1 3
=
2 4
This means that we want one-half of three-fourths. Here is a diagram.
3
4
574
www.ck12.org
Here are three-fourths shaded. We want one-half of the three-fourths. If we divide the three fourths in half, we will
have a new section of the rectangle.
The black part of this rectangle shows
1
2
of
3
4
= 38 .
Now we cant always draw pictures to figure out a problem, so we can multiply fractions using a few simple steps.
How do we multiply fractions?
We multiply fractions by multiplying the numerator by the numerator and the denominator by the denominator. Then we simplify.
1 3
=
2 4
Numerator numerator = 1 3 = 3
Denominator denominator = 2 4 = 8
Our final answer is 38 . We have the same answer as the one that we found earlier.
3 1
=
6 9
To find this product we can do the same thing. We multiply across.
31 = 3
6 9 = 54
Next, we simplify the fraction
Our answer is
3
54
by dividing by the GCF of 3.
1
18 .
To solve this problem, we multiplied and then simplified. Sometimes, we can simplify BEFORE we do any
multiplying.
3 1
=
6 9
575
www.ck12.org
There are two ways that we can simplify first when looking at a problem.
1. Simplify any fractions that can be simplified.
Here three-sixths could be simplified to one-half. Our new problem would have been 12 91 =
1
18 .
2. We could also CROSS-SIMPLIFY. How do we do this?

To cross-simplify, we simplify on the diagonals by using greatest common factors to simplify a numerator and a
denominator.
We look at the numbers on the diagonals and simplify any that we can. 1 and 6 cant be simplified, but 3 and 9 have
the GCF of 3. We can simplify both of these by 3.
33 = 1
93 = 3
Now we insert the new numbers in for the old ones.
1 1
1
=
6 3 18
Notice that you can simplify in three different ways, but you will always end up with the same answer.
Try a few of these on your own. Be sure that your answer is in simplest form.
Example A
4
5
21 =
Solution:
5
10
1
2
Example B
6
9
31 =
Solution:
2
9
Example C
5
6
32 =
Solution:
5
9
Now lets go back to Julies rainforest dilemma.

Julie leans over to her friend Alex in the next desk and asks him how to find one-fifth of two-thirds. Alex smiles and
takes out a piece of paper and a pencil.
Now here is Alexs explanation.
576
www.ck12.org
We want to find one-fifth of two-thirds. To do this, we can multiply, Alex explains.
1 2
5 3
This is the same as one-fifth of two-thirds. The word of means multiply. Now we can multiply across.
12 = 2
5 3 = 15
This amount is two-fifteenths of the water. This means one-fifth of the two-thirds would be the same as twofifteenths of the water in the basin, Alex says as Julie takes some notes.
Guided Practice

3
7
32 =
Answer
To solve this problem, we multiply numerator times numerator and denominator times denominator. Then we
simplify.
Our answer is 27 .
Video Review
MEDIA
Khan Academy Multiplying Fractions
MEDIA
James Sousa Multiplying Fractions

577

Explore More
Directions: Multiply the following fractions. Be sure that your answer is in simplest form.
1.
2.
3.
4.
5.
6.
7.
8.
9.
1
6
1
4
4
5
13 =
6
7
1
8
2
3
1
5
2
5
7
9
12 =
12 =
13 =
14 =
14 =
12 =
36 =
23 =
10.
8
9
34 =
11.
12 =
14.
2
3
4
7
6
7
4
9
15.
8
9
25 =
16.
3
8
23 =
12.
13.
578
2
14
=
25 =
12 =
www.ck12.org
www.ck12.org
7.5 Products of Three Fractions

Here youll learn to multiply three fractions.
Have you ever become so interested in something that you forgot everything else? Well, this has happened to Julie.
Julie has become so interested in the rainforest that she hasnt been keeping up on her math homework. Her mom
found out, and as a result, Julie has to stay in until her work is all completed. Julie was moving right along until she
got to a section on multiplying several fractions at one time. Then she got stuck.
Here is the problem Julie was working on.
3
5
41 56
Julie isnt sure what to do from here.

This Concept is all about multiplying three fractions. By the end of it, you will know just how to help Julie.
Guidance
How do we multiply three fractions?

Multiplying three fractions is just a bit more complicated than multiplying two fractions. The procedure is the same,
you multiply the numerators and the denominators and up with a new fraction.
The key to multiplying three fractions is to simplify first, like we learned in the last Concept.
This way, you wont end up with a fraction that is too large when multiplying or is challenging to simplify at the
end.
1 2 4
=
4 6 5
To start, lets only look at the first two fractions.
1 2
4 6
We start by simplifying. We can simplify these two fractions in two different ways. We can either cross simplify the
two and the four with the GCF of 2, or we can simplify two-sixths to one-third.
579
7.5. Products of Three Fractions
www.ck12.org
Lets simplify two-sixths to one-third. Now rewrite the problem with all three fractions.
1 1 4
=
4 3 5
Next, we can multiply and then simplify, or we can look and see if there is anything else to simplify. One-fourth and
one-third are in simplest form, four-fifths is in simplest form. Our final check is to check the diagonals.
1 1 4
=
4 3 5
The two fours can be simplified with the greatest common factor of 4. Each one simplifies to one.
1 1 1
1
=
1 3 5 15
Our final answer is
1
15 .
7
3
5
=
9 14 5
To start simplifying, look at the fractions themselves and the diagonals. You can see right away that sevenfourteenths can be simplified to one-half. Also, the fives simplify with the GCF of 5. Finally, the 3 and 9
simplify with the GCF of 3.
15
13
7
=
39

14 1 5
1 1 1 1
=
3 2 1 6

580
www.ck12.org
Practice finding these products. Be sure to simplify.

Example A
1
5
65 12 =
Solution:
1
12
Example B
8
9
43 13 =
Solution:
2
9
Example C
6
7
7
2
14
10
=
Solution:
3
35
Now back to Julie and her homework.

Julie has become so interested in the rainforest that she hasnt been keeping up on her math homework. Her mom
found out, and as a result, Julie has to stay in until her work is all completed. Julie was moving right along until she
got to a section on multiplying several fractions at one time. Then she got stuck.
Here is the problem Julie was working on.
3
5
41 56
Julie isnt sure what to do from here.

First, we can simplify the fives and then look at what we have.
3
1
41 16
Next, we multiply across.

1
8
This is our answer.

Guided Practice
Here is one for you to do on your own.

Multiply the following fractions. Be sure your answer is in simplest form.
5
6
42 69
Answer
581
7.5. Products of Three Fractions
www.ck12.org
It makes the most sense to simplify the second two fractions before multiplying.
2
4
6
9
=
=
1
2
2
3

5
6
21 23
Next, simplify the twos.

5
6
11 13
Our answer is
5
18 .
Video Review
MEDIA
James Sousa: Ex: Multiplying Three Fractions

Explore More
Directions: Multiply the following fractions. Be sure that your answer is in simplest form.
1
2
1
6
1
9
13 14 =
23 18 =
6.
4
5
1
4
3
4
7.
1
4
56 23 =
8.
3
4
1
2
57 12 =
1.
2.
3.
4.
5.
9.
13 24 =
23 34 =
23 46 =
27 16 =
4
45 10
=
56 12 =
10.
9
10
11.
6
7
23 89 =
12.
3
4
8
79 11
=
13.
4
5
6
12
23 =
14.
3
4
8
9
9
10
56 =
15.
582
1
11
12 2 =
www.ck12.org
7.6 Expression Evaluation with Products of

Fractions
Here youll learn to evaluate numerical and algebraic expressions involving products of fractions.
Do you remember this problem that Julie had about the rainforest? Take a look.
exactly found in the Amazon, but in its basin, rivers, streams and tributaries. Julie is working on a drawing to show
this. She draws the earth in one corner of the page and the Amazon River in the other corner of the page. As she
reads on in her book on the Rainforest, she learns a new detail about the water of the Amazon. One-fifth of the water
found in the Amazon River is found in its basin. Julie draws this on the page. She has the fraction two-thirds written
near the top of the Amazon River and one-fifth written near its basin. I wonder how much this actually is? Julie
thinks to herself. How much is one-fifth of two-thirds?
When Julie worked on this dilemma, she multiplied the two fractions.
Well, what if the fractions could be changed? What if x represented the amount of fresh water on the planet that is
found in the Amazon River, and y represented the part found in the rest of the Amazon river not including the basin?
Could you write an expression and multiply these two quantities?
This Concept is all about expressions and products of fractions. Pay attention and you will know just how to
do this at the end.
Guidance
An expression is a numerical phrase that combines numbers and operations but no equal sign.
There are two kinds of expressions. Numerical expressions include numbers and operations only. Variable (or
algebraic) expressions include numbers, operations, and variables.
TABLE 7.1:
numerical
expressions
Includes
numbers
operations
algebraic
numbers
Examples
3+4
3
2
43
15.6- 8
4 43
3+x
583
7.6. Expression Evaluation with Products of Fractions
www.ck12.org

Includes
operations
variables
expressions
Examples
3 b
43
15.6 q
c 43
In this Concept we are going to be evaluating numerical and algebraic expressions. Lets start with a numerical
expression.
How do we evaluate a numerical expression?
Since a numerical expression includes numbers and operations, we simply perform the operation required to evaluate.

Evaluate 14 43
Notice that there are two sets of parentheses here. Remember that two sets of parentheses mean multiplication
when they are next to each other.
We evaluate by multiplying and then simplifying or by simplifying first then multiplying.
1 3
3
=
4 4 16
Our answer is in simplest form, so our work is complete.
What about algebraic expressions?
As you learn about algebra and higher levels of math, you will be working with algebraic expressions.
An algebraic expression has numbers and operations, but also variables. Often there are given values for the
variables.
Evaluate (xy) when x = 34 , and y =
1
3
To evaluate this expression, we substitute the given values for x and y into the expression. The expression has x and
y next to each other. When two variables are next to each other the operation is multiplication. We are going to
multiply these fractions to evaluate the expression.
3 1
4 3
Next we apply what we learned in earlier Concepts to simplify first, if we can. Here we can simplify the threes.
They simplify with the GCF of 3. Each three becomes a one.
1 1 1
=
4 1 4
Our answer is 14 .
Solve a few of these on your own. Be sure that your answer is in simplest form.
Example A
Evaluate
Solution:
584
4
7
3
7
21
28
www.ck12.org
Example B
Evaluate (xy) when x is

Solution:
3
5
and y is
10
11
6
11
Example C
Evaluate
5
9
Solution:
5
12
45
60
Now back to the situation with Julie and the rainforest.
exactly found in the Amazon, but in its basin, rivers, streams and tributaries.
Julie is working on a drawing to show this. She draws the earth in one corner of the page and the Amazon River in
the other corner of the page. As she reads on in her book on the Rainforest, she learns a new detail about the water
of the Amazon. One-fifth of the water found in the Amazon River is found in its basin.
Julie draws this on the page. She has the fraction two-thirds written near the top of the Amazon River and one-fifth
written near its basin.
I wonder how much this actually is? Julie thinks to herself. How much is one-fifth of two-thirds?
When Julie worked on this dilemma, she multiplied the two fractions.
Well, what if the fractions could be changed? What if x represented the amount of fresh water on the planet that is
found in the Amazon River, and y represented the part found in the rest of the Amazon river not including the basin?
Could you write an expression and multiply these two quantities?
To multiply these two quantities, we first have to identify x and y.
x=
y=
2
3
4
5
If you are wondering where four - fifths came from, look back at the dilemma. One - fifth of the water is in the basin,
so four -fifths is not.
Now we can multiply.
2
3
54
The answer is
8
15 .
This means that eight - fifteenths of the earths water is not found in the basin of the Amazon River.
585
7.6. Expression Evaluation with Products of Fractions
www.ck12.org
Guided Practice

Evaluate (xy) when x is
2
3
and y is
8
12
Answer
To complete this problem, we are going to multiply the two fractions. Be sure to simplify.
8
2
3
12
4
1
3
3
The answer is 49 .
Video Review
These videos contain skills necessary for success when evaluating expressions involving the products of fractions.
MEDIA
Khan Academy Multiplying Fractions
MEDIA
James Sousa Multiplying Fractions

Explore More
Directions: Evaluate each expression.

1. Evaluate (xy) when x =

7. Evaluate 46 12
6
8. Evaluate 91 18
586
2
6
3 and y = 10
1
4
3 and y = 10
12
2
13 and y = 6
1
4
3 and y = 5
7
3
9 and y = 21
4
5
and y =
16
20
www.ck12.org
9. Evaluate
4
9

1
4
11
12

5
6

3
6
3
6
12. Evaluate
4
11

9
10

8
9
13. Evaluate
18
19
14. Evaluate
4
9
36
40
15. Evaluate
12
14
7
8
10. Evaluate
11. Evaluate
587
7.7. Products of Mixed Numbers
www.ck12.org
7.7 Products of Mixed Numbers

Here youll learn to multiply mixed numbers.
Have you ever thought of problems that exist around the world? Julie is thinking a lot about the rainforest.
As Julie works on her project she learns that there are many problems facing todays rainforest. The rainforest is an
important resource for our environment and much of it is being destroyed. This is mainly due to development where
companies such as logging companies only see the rainforest as a valuable commercial resource. Julie is amazed
that these companies dont seem to understand that many rare animals and plants live in the rainforest, or that so
much of the worlds water is in the rainforest and that many medicines are found because of the resources there. As
she reads, Julie finds herself getting more and more irritated. Are you alright Julie, Mr. Gibbons asks, as he pauses
in his walk around the room checking on students.
No, Im not, Julie says, and proceeds to tell Mr. Gibbons all about what she has learned about the rainforest.
Look here, she says pointing to her book. It says that we lose 1 12 acres of land every second! Wow! Julie is
shocked by that fact. Are you? How much land is lost in one minute given this statistic? How much is lost in
three minutes?
While Julie thinks about this as well, you can use multiplying mixed numbers to figure out the actual acreage
lost. This Concept will teach you all that you need to know.
Guidance
When we want a part of another part, we multiply. The word of is our key word in learning about multiplication.
A part of another part means fractions, since fractions are part of a whole. Previously we worked on multiplying
fractions. We can also find a part of a whole and a part. The whole and the part is a mixed number. This Concept is
all about multiplying mixed numbers. Lets start by learning about multiplying mixed numbers by whole numbers.
How do we multiply a mixed number and a whole number?
First, we need to look at what it means to multiply a mixed number and a whole number.
1
61 =
4
This problem is saying that we are going to have six groups of one and one-fourth.
588
www.ck12.org
This picture shows the mixed number 1 14 . Now we want to have six of those mixed numbers. In order to have this
make sense, we are going to need to think in terms of parts. How many parts do we have in the picture? We have
five-fourths parts.
What?
Think about it this way. One whole is four-fourths plus we have another one-fourth so our total parts are five-fourths.
We have converted this mixed number into an improper fraction. A mixed number refers to wholes and parts. An
improper fraction refers only to parts.
1 5
1 =
4 4
Now lets go back to our problem.

1
5
61 = 6
4
4
Our next step is to make the 6 into a fraction over one. Then we multiply across and simplify or simplify first and
then multiply across.
6 5 30
2
1
=
=7 =7
1 4
4
4
2
When multiplying by a mixed number, you must first change the mixed number to an improper fraction and then
multiply.
We can also multiply fractions and mixed numbers. How do we do this?
First, lets think about what it means to multiply a fraction and a mixed number. A fraction is a part and a mixed
number is wholes and parts. When we multiply a fraction and a mixed number, we are looking for a part of a
whole and a part or we are looking for a part of that mixed number.
1
1
2 =
2
4
589
www.ck12.org
Said another way, this problem is saying that we want to find one-half of two and one-fourth. Here is a picture of
the mixed number to begin with.
This is a picture of two and one-fourth. Our problem is asking us to find half of two and one-fourth. This can be a
little tricky. To do this successfully, we need to think in terms of parts since we are looking for a part. Our first step
is to change 2 41 into an improper fraction.
1 9
2 =
4 4
We want to find one-half of nine-fourths. Here is our multiplication problem.
1
1 9 9
= =1
2 4 8
8
What about when we want to multiply a mixed number with another mixed number?
This is a little tricky to think about because we want a whole and a part of another whole and a part. The key is to
follow the same steps as before.
1.
2.
3.
4.
Convert the mixed numbers to improper fractions.

Simplify if possible
Multiply
Check to be sure that your answer is in simplest form.
1
1
2 1 =
4
2
First, convert each mixed number to an improper fraction.

1
2 =
4
1
1 =
2
9
4
3
2
Rewrite the problem.

9 3
=
4 2
There isnt anything to simplify, so we multiply.
9 3 27
3
=
=3
4 2
8
8
Try a few of these on your own. Calculate each product.
590
www.ck12.org
Example A
4 2 12 =
Solution:10
Example B
6 1 31 =
Solution:8
Example C
5 1 21 =
Solution: 7 12
Now back to Julie and the lost rainforest.
Working on multiplying mixed numbers is the way to figure out how much acreage is lost. The first question
is how much land is lost in one minute. To start, we must convert minutes to seconds since we lose 1 12 acre of
land every second.
60 seconds = 1 minute
We will be multiplying by 60.
Next, we move on to writing an equation.
1
60 1 =
2
To solve this equation, we need to change the whole number to a fraction over one and the mixed number to an
improper fraction.
60 3 180
=
= 90
1
2
2
We lose 90 acres of rainforest land every minute.
We can figure out how many acres we lose in three minutes by multiplying.
3 90 = 270 acres are lost every three minutes.
Julie cant believe it. Because of what she has learned, Julie decides to focus a large part of her project on
conservation!!
Guided Practice

1
3
2 51 =
Answer
First, we have to change the mixed number to an improper fraction. Then we can rewrite the problem.
591

1
3
www.ck12.org
11
5 =
Next, we multiply the numerators and the denominators.

Our answer is
11
15 .
Video Review
MEDIA
James Sousa Example of Multiplication Involving Mixed Numbers
MEDIA
James Sousa Another Example of Multiplication Involving Mixed Numbers

Explore More
Directions: Multiply the following fractions, mixed numbers and whole numbers. Be sure that your answer is in
simplest form.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
592
7 1 13 =
8 2 12 =
6 3 13 =
5 3 13 =
9 2 12 =
7 4 12 =
9 2 15 =
6 4 12 =
8 2 14 =
6 6 21 =
1
1
3 24 =
1
2
2 43 =
1
2
4 63 =
2
1
3 42 =
1
1
5 53 =
2
1
3 22 =
4
1
7 27 =
1
3 2 2 13 =
www.ck12.org
19.
20.
21.
22.
23.
24.
25.
3 12 2 13 =
5 12 3 14 =
1 45 3 14 =
1 12 2 13 =
9 12 9 12 =
1
1
8 83 =
4
1
7 23 =
593
7.8. Expression Evaluation with Products of Mixed Numbers
www.ck12.org
7.8 Expression Evaluation with Products of

Mixed Numbers
Here youll learn to evaluate numerical and algebraic expressions involving the products of mixed numbers.
Look here, she says pointing to her book. It says that we lose 1 12 acres of land every second!
The amount of land lost every second could change if the harvesting of trees continues. This could be a changeable
number. Because of this, we can call this a variable x.
Can you write an expression that shows how many acres could be lost in 2 21 acres per second? How about 3 21 acres
per second?
This Concept is about evaluating expressions involving products of mixed numbers. It is just what you need
to complete this task.
Guidance
To begin, lets review the difference between a numerical expression and an algebraic expression.
A Numerical Expression has numbers and operations, but does not have an equals sign. We evaluate a numerical
expression.
An Algebraic Expression has numbers, operations and variables in it. It also does not have an equals sign. We
evaluate an algebraic expression as well.
How can we evaluate a numerical expression that has mixed number in it?
We can work through a problem like this just as we would if we were solving an equation. Here we will be evaluating
an expression, but our work will be the same. Sometimes an expression will also use different signs to show
multiplication, like a dot () or two sets of parentheses next to each other ( )( ).

Evaluate 3 13 1 12
594
www.ck12.org
When evaluating this expression, follow the same steps as we did when we were multiplying mixed numbers. First,
convert each to an improper fraction.
1
3 =
3
1
1 =
2
10
3
3
2
Next, we can rewrite the expression and finish our work.
10 3 5 1
= =5
3 2 1 1
What about algebraic expressions? How do we evaluate an algebraic expression?
An algebraic expression uses variables, numbers and operations. Often you will be given a value for the one or more
variables in the expression.
Evaluate 12 x when x is 4 23
To evaluate this expression, we substitute four and two-thirds in for x. Notice that the x is next to the one-half
which means we are going to multiply to evaluate this expression.
1 2
4
2 3
Next, we change four and two-thirds to an improper fraction, simplify, and multiply.
2
4 =
3
1 14
=
2 3
14
3
1 7 7
1
= =2
1 3 3
3

Evaluate the following expressions. Simplify your answer when necessary.
Example A
Evaluate 2 31 x when x is 54 .
13
Solution:1 15
Example B
Evaluate 2 17
1 12
3
Solution: 3 14
595
www.ck12.org
Example C

Evaluate 8 12 (12)
Solution: 102
Now back to the rainforest dilemma. Here is the original problem once again.
Look here, she says pointing to her book. It says that we lose 1 12 acres of land every second!
The amount of land lost every second could change if the harvesting of trees continues. This could be a changeable
number. Because of this, we can call this a variable x.
Can you write an expression that shows how many acres could be lost if 2 21 acres per second were lost in one minute?
How about 3 12 acres per second in one minute?
To write an expression, we use x to represent the changing acreage and 60 seconds to one minute. Here is the
expression.
x(60)
Since x is a variable, we can substitute the two given values in for it and multiply.
2 12 60
5
2
60 = 150
At that rate, 150 acres are lost in one minute.

3 21 60
7
2
30 = 210
At that rate, 210 acres are lost in one minute.

Guided Practice

Evaluate 3 91 2 13
596
www.ck12.org
Answer
To begin with this problem, we have to convert each mixed number to an improper fraction.
3 19 becomes
28
9
2 31 becomes
7
3
Now we can multiply the two fractions together.

28
9
73 =
196
27
7
= 7 27
This is our answer.

Video Review
MEDIA
James Sousa Example of Multiplication Involving Mixed Numbers
MEDIA
James Sousa Another Example of Multiplication Involving Mixed Numbers

Explore More
Directions: Evaluate each expression if x = 1 12 . Be sure your answer is in simplest form.

1. 3 19 x

2. 2 21 x

3. 1 31 x

4. 4 31 x

5. 5 21 x

6. 6 91 x

7. 4 32 x

8. 3 51 x

9. 4 32 x

10. 3 61 x
597

11. 4 12 x

12. 1 67 x

13. 1 59 x

14. 2 29 x

15. 4 37 x

16. 6 78 x
598
www.ck12.org
www.ck12.org
7.9 Identification and Writing of Reciprocal

Fractions
Here youll learn to identify and write reciprocal fractions.
Julie cant seem to escape her math homework. Once she finishes with the multiplication of fractions, she is on to
reciprocals.
"I dont understand the use of these at all," she tells her sister Cali.
"You dont think so now, but wait until you divide fractions. Then reciprocals are very useful," Cali explains.
"What am I going to do with this one?" Julie asks.
She shows her sister the textbook.
5
6
What is the reciprocal of this fraction? Do you know how to get a product of 1?
This Concept has all of the necessary information for writing reciprocals. Pay attention and we will come
back to this problem at the end of the Concept.
Guidance
There are first steps to everything. You will be learning how to divide fractions very soon, in fact, this will begin in
the next Concept. But before we dive into the mechanics of dividing fractions, lets think about some division facts.
This will cover some of these "first steps".
We know that division is the opposite of multiplication, in fact we could say that multiplication is the inverse
operation of division.
What is an inverse operation?
An inverse operation is the opposite operation. The word inverse is a fancy way of saying opposite. If the
opposite of addition is subtraction, then subtraction is the inverse operation of addition. We can also say that division
is the inverse of multiplication.
What do inverse operations have to do with dividing fractions?
Well, when we divide fractions, we need to perform the inverse operation. To divide a fraction, we have to
multiply by the reciprocal of the second fraction.
What is a reciprocal?
A reciprocal is the inverse or opposite form of a fraction. When we change the division to its inverse, multiplication,
we also change the second fraction to its reciprocal. We can make any fraction a reciprocal by simply flipping the
numerator and the denominator.
4 5
=
5 4
The reciprocal of four-fifths is five-fourths. We simply flipped the numerator and the denominator of the
fraction to form its reciprocal.
1 2
=
2 1
599
7.9. Identification and Writing of Reciprocal Fractions
www.ck12.org
Notice that if we multiply a fraction and its reciprocal that the product is 1.
1 2 2
= =1
2 1 2
We will begin dividing fractions in the next Concept, but for right now it is important that you understand that a
reciprocal is the inverse of a fraction and know how to write a reciprocal of a fraction.
Try a few of these on your own. Write a reciprocal for each fraction.
Example A
1
4
Solution:
4
1
Example B
4
7
Solution:
7
4
Example C
2
5
Solution:
5
2
Now back to Julie and the reciprocals. Here is the original problem once again.
Julie cant seem to escape her math homework. Once she finishes with the multiplication of fractions, she is on to
reciprocals.
"I dont understand the use of these at all," she tells her sister Cali.
"You dont think so now, but wait until you divide fractions. Then reciprocals are very useful," Cali explains.
"What am I going to do with this one?" Julie asks.
She shows her sister the textbook.
5
6
What is the reciprocal of this fraction?

To find a product of one, we have to multiply this fraction by its reciprocal.
5
6
56 = 1
This is our answer.

600
www.ck12.org
Guided Practice

Write a reciprocal for the fraction 57 .
Answer
To write a reciprocal, we simply "flip" the fraction so that the denominator becomes the numerator and the numerator
becomes the denominator.
Our answer is 57 .
Video Review
MEDIA
Khan Academy: Reciprocal of a Mixed Number

Explore More
Directions: Write reciprocals of the following fractions.

1.
2.
3.
4.
5.
1
2
2
3
4
5
11
12
8
9
9
10
7. 12
13
8. 11
2
14
9. 6
10. 83
11. 94
12. 11
7
15
13. 4
14. 18
7
15. 21
8
6.
601
7.10. Division of Fractions by Whole Numbers
www.ck12.org
7.10 Division of Fractions by Whole Numbers

Here youll learn to divide a fraction and a whole number.
Have you ever made your own game? Take a look at this dilemma.
As part of her project, Julie has decided to create a game about the rainforest. She will play the game with her
classmates as part of her presentation, so the students can learn some information in a new way. Besides, Julie loves
games! To create the game, Julie is going to create question cards on strips of paper. She wants each strip of paper to
00
be 34 . That way she will have enough room to write the questions but the strips wont be too wide either. Julie takes
the big chart paper and cuts off a piece 20 wide. She is sure that she will have enough paper to cut her question
strips. There are 25 students in Julies class. She wants each student to have one question to answer. Given the size
of the chart paper and the size Julie wants each strip to be, does she have enough paper?
Julie isnt sure. She needs your help. To figure out the problem, Julie will need to divide fractions. You can
help her. Pay attention in this Concept and you will learn all that you need to know about dividing fractions.
Guidance
Previously we worked on a couple of things about dividing fractions. The first is that to divide fractions we are
actually use the inverse operation, multiplication. The second is that the second fraction is going to become its
reciprocal or opposite. These are a few basic notes, but we havent applied them to actually dividing yet. Lets
begin.
How do we divide a fraction by a whole number?
To divide a fraction by a whole number we have to think about what we are actually being asked to do. We are
being asked to take a part of something and split it up into more parts.
1
3 =
2
This problem is asking us to take one-half and divide into three parts. Here is a picture of what this would look like.
602
www.ck12.org
This is one half. If we were going to divide one-half into three parts, how much would be in each part?
Here we divided the one-half into three sections. But we couldnt just do that with one part of the whole so we
divided the other half into three sections too.
Each part is
1
6
of the whole.
How can we do this without drawing a lot of pictures?

That is where multiplying by the reciprocal comes in handy.
1
3 =
2
First, change the division to multiplication. Next, invert the second fraction, which is a whole number 3, make
it to the fraction 31 then make that into its reciprocal 31 . Now, we can find the product.
1
1 1 1
3 = =
2
2 3 6
Notice that the answer is the same as when we divided using the pictures!!
Practice solving these on your own. Remember to simplify the quotient (the answer) if you can.
Example A
1
4
2 =
Solution:
1
8
Example B
3
4
3 =
Solution:
1
4
Example C
4
5
2 =
Solution:
2
5
Now lets help Julie figure out how to make her game.
To figure this out, we can set up a division problem. We are dividing the 20 into as many
20
3 00
4
strips as possible.
3
=
4
603
7.10. Division of Fractions by Whole Numbers
www.ck12.org
Our first step is to change the operation to multiplication and to multiply 20 by the reciprocal of three-fourths.
20
3 20 4
=
4
1
3
Notice that we also made 20 into a fraction over one. Now we are ready to multiply and simplify.
20
3 20 4 80
2
=
=
= 26
4
1
3
3
3
Julie can cut 26 strips of paper from her large sheet. She will have enough strips for each student to have a
question. There is also 23 of another strip left over.
Guided Practice

6
8
4 =
Answer
To begin, we have to rewrite this problem as a multiplication problem.
6
8
41 =
3
16
This is our answer.
Video Review
MEDIA
Khan Academy Dividing Fractions Example
MEDIA
James Sousa Dividing Fractions
604
www.ck12.org
MEDIA
James Sousa Example of Dividing Fractions

Explore More
Directions: Divide each fraction and whole number.

1. 6 12 =
2. 8 14 =
3. 9 14 =
4. 10 21 =
5. 5 13 =
6. 7 18 =
7. 4 13 =
8. 7 12 =
9. 12 31 =
10. 11 15 =
1
2
1
4
1
9
3 =
4 =
19.
2
3
4
7
2
5
3
7
1
5
8
9
20.
6
7
4 =
11.
12.
13.
14.
15.
16.
17.
18.
4 =
3 =
3 =
2 =
4 =
6 =
2 =
605
7.11. Division of Whole Numbers by Fractions
www.ck12.org
7.11 Division of Whole Numbers by Fractions

Here youll learn to divide a whole number by a fraction.
Remember Julie and her game in the Division of Fractions by Whole Numbers Concept? Julie has 40 inches of
paper and she wants to divide this piece of paper in one-half inch strips. How can she do it? Previously we worked
on dividing a fraction by a whole number, but in this problem, you are going to work the other way around.
To help Julie figure out how to divide this piece of paper into one -half inch strips, you will need to divide a whole
number by a fraction.
Pay close attention and you will learn all that you to know in this Concept.
Guidance
We can also divide a whole number by a fraction. When we divide a whole number by a fraction we are taking a
whole and dividing it into new wholes.
1
=
2
Now at first glance, you would think that this answer would be one-half, but it isnt. We arent asking for
we are asking for 1 divided by one-half. Lets look at a picture.
Now we are going to divide one whole by one-half.
Now we have two one-half sections. Our answer is two.

We can test this out by using the rule that we learned in the last Concept.
606
1
2
of one
www.ck12.org
1
2
= 1 = 12 = 2
2
1
Our answer is the same as when we used the pictures.

Its time for you to try a few of these on your own. Find each quotient.
Example A
4 21 =
Solution:8
Example B
6 31 =
Solution:18
Example C
12 14 =
Solution:48
Now back to Julie and the ribbon. Here is the original problem once again.
Remember Julie and her game? Julie has 40 inches of paper and she wants to divide this piece of paper in one - half
inch strips. How can she do it? In the last Concept, you divide a fraction by a whole number, but in this problem,
you are going to work the other way around.
To help Julie figure out how to divide this piece of paper into one -half inch strips, you will need to divide a whole
number by a fraction.
To figure this out, we first can write an equation. Julie wants to divide 40" of paper into one - half inch strips.
40 12 =
Next, we can change this into a multiplication problem.
40 21 = 80 strips of paper.
This is our answer.
Guided Practice

25 25 =
Answer
First, we have to convert this problem to a multiplication problem.
25 25 = 25 25 =
125
2
Next, we convert this improper fraction to a mixed number.

125
2
= 62 12
607
7.11. Division of Whole Numbers by Fractions

Video Review
MEDIA
MEDIA
MEDIA
MEDIA
James Sousa Another Example of Dividing Fractions

Explore More
Directions: Divide the following whole numbers and fractions.

1. 8 13 =
2. 18 21 =
3. 28 41 =
608
www.ck12.org
www.ck12.org
4. 14 71 =
5. 16 32 =
6. 22 21 =
7. 24 52 =
8. 36 32 =
3
=
9. 40 10
10. 60 13 =
11. 12 34 =
2
=
12. 48 12
13. 18 16 =
14. 30 25 =
15. 45 59 =
609
7.12. Quotients of Fractions
www.ck12.org
7.12 Quotients of Fractions

Here youll learn to divide a fraction by a fraction.
Are you usually hungry after school? Julie is, take a look.
After school, Julie arrives at home. She is starving after a busy day and looks around the kitchen for something to
eat. She finds 12 a pan of brownies. Julie divides the brownies into quarter sections. How many brownies are in each
part?
Julie will need to divide using the following expression.
1
2
41
To solve this problem, you will need to understand how to divide fractions.
This Concept is all about dividing a fraction by another fraction.
Guidance
Previously we worked on dividing whole numbers by fractions and fractions by whole numbers. We can also use
what we have learned when dividing a fraction by another fraction. Here is the rule.
Lets apply these rules to dividing a fraction by another fraction.
1 1
=
2 3
Start by applying the first rule and change the sign to multiplication. Then apply the second rule, the
reciprocal of one-third is three over one.
1 1 1 3
=
2 3 2 1
Next, we multiply across and simplify.
1 1 1 3 3
1
= = =1
2 3 2 1 2
2
610
www.ck12.org
As long as we apply the rules, the problem is very straightforward and simple to figure out. Lets try another
one.
8 1 8 3 24
5
= =
=2
9 3 9 1
9
9
We started with a fraction divided by a fraction, so we multiplied by the reciprocal. Our product was an improper
fraction which we converted to a mixed number.
Our quotient is 2 59 .
Its time for you to practice a few of these on your own. Be sure that your answer is in simplest form.
Example A
1
4
43 =
Solution:
1
3
Example B
7
8
41 =
Solution: 3 12
Example C
1
4
31 =
Solution:
3
4
Now back to Julie and the brownies. Here is the original problem once again.
After school, Julie arrives at home. She is starving after a busy day and looks around the kitchen for something to
eat. She finds 12 a pan of brownies. Julie divides the brownies into quarter sections. How many brownies are in each
part?
Julie will need to divide using the following expression.
1
2
41
First, Julie can change this problem to a multiplication problem by multiplying the first fraction by the reciprocal of
the second fraction.
)
4
12 1
4
2
When we simplify, we get an answer of 2.

Each section will have two brownies in it.
Guided Practice

611
7.12. Quotients of Fractions

4
9
www.ck12.org
21
Answer
First, we change this problem into a multiplication problem.
4
9
12
Next, we multiply across.

The answer is 89 .
Video Review
MEDIA
MEDIA
MEDIA
MEDIA
James Sousa Another Example of Dividing Fractions

612
www.ck12.org
Explore More
Directions: Divide each pair of fractions.

1
2
1
4
2
5
4
7
13 =
12 =
6.
6
8
4
9
7.
5
6
12 =
1.
2.
3.
4.
5.
15 =
12 =
13 =
13 =
6
1
10 2 =
9
9. 18
13 =
10. 89 12 =
8.
11.
12.
13.
14.
15.
15
16
8
11
12
16
20
24
18
20
15 =
34 =
34 =
34 =
45 =
613
7.13. Division of Mixed Numbers by Fractions
www.ck12.org
7.13 Division of Mixed Numbers by Fractions

Here youll learn to divide a mixed number by a fraction.
Have you ever been curious about snakes? Well, here is a problem about an anaconda.
Kevin is studying snakes that live in the rainforest and is comparing them with a garter snake that he found in his
backyard. Kevin has learned that an anaconda is about 44 inches long. When he did the math, he figured out that it
is about 3 43 feet long.
The garter snake in Kevins yard is
1
2
foot long.
How many garter snakes will fit inside one anaconda?

To figure this out, Kevin has to divide a mixed number by a fraction. Do you know how to do this?
3 43 12
This Concept will teach you how to divide a mixed number by a fraction. By the end of it, you will know how
to figure out this snake dilemma.
Guidance
Previously we worked on how to divide fractions by whole numbers, whole numbers by fractions and fractions by
other fractions. We divided and each problem had a different quotient or answer. In this Concept, we are going to
be dividing with mixed numbers.
How can we divide a mixed number and a fraction?
First, lets think about what it means to divide a mixed number by a fraction. We need to take a whole and some
parts and figure out how many ways that quantity can be divided up according to the fraction.
It definitely sounds confusing. Rather than say it again, lets look at a problem and see if we can make sense of this.
1 1
1 =
2 3
In this problem, we are trying to figure out how many sets or groups of one-third can be made from one and
one-half.
614
www.ck12.org
Lets look at a picture.
Here is one and one-half. We want to figure out how many groups of onethird can be made from this quantity. To
do this, we would have to divide these boxes up again into parts to get thirds, it would be pretty complicated.
Instead, we can use rules for dividing mixed numbers and fractions.
1. Change the mixed number to an improper fraction so that you are working in parts. If you think about the
example we were just working on this makes perfect sense. We need to work in parts.
2. Change the division to its inverse, multiplication, and multiply by the reciprocal of the fraction.
3. Multiply and simplify to find the quotient.
Lets apply this information.
1 1
1 =
2 3
1 12 =
3
2
Changing the mixed number to an improper fraction is step one.
Rewrite the problem and solve.
3 1 3 3 9
1
= = =4
2 3 2 1 2
2
Now that you know the steps, it is time to practice. Find each quotient. Be sure that your answer is in simplest form.
Example A
2 31 14 =
Solution: 9 13
Example B
4 12 13 =
Solution: 13 12
Example C
5 23 12 =
Solution: 11 13
615
7.13. Division of Mixed Numbers by Fractions
www.ck12.org
Now back to Kevin and the snakes. Here is the original problem once again.
Kevin is studying snakes that live in the rainforest and is comparing them with a garter snake that he found in his
backyard. Kevin has learned that an anaconda is about 44 inches long. When he did the math, he figured out that it
is about 3 43 feet long.
The garter snake in Kevins yard is
1
2
foot long.
How many garter snakes will fit inside one anaconda?

To figure this out, Kevin has to divide a mixed number by a fraction. Do you know how to do this?
3 43 12
To solve this problem, we need to change the mixed number to an improper fraction.
3 34 =
15
4
Next, we rewrite the problem as a multiplication problem.

15
4
21
The answer is 7 12 .
Seven and one-half garter snakes would fit inside of one anaconda.
Guided Practice

6 32 34
First, we need to convert the mixed number to an improper fraction.
6 23 =
20
3
Next we rewrite the problem as a multiplication problem.

20
3
43 =
80
9
= 8 89
This is our answer.

Video Review
MEDIA
Khan Academy Dividing Mixed Numbers

Explore More
Directions: Divide each mixed number by a fraction.

616
www.ck12.org
1. 1 12 14 =
2. 1 14 15 =
3. 1 12 13 =
4. 2 12 14 =
5. 2 12 13 =
6. 3 14 13 =
7. 3 12 12 =
8. 4 13 15 =
9. 4 12 12 =
10. 5 31 14 =
11. 2 21 18 =
12. 1 31 19 =
13. 2 31 17 =
14. 2 21 23 =
15. 4 41 15 =
617
7.14. Quotients of Mixed Numbers
www.ck12.org
7.14 Quotients of Mixed Numbers

Here youll learn to divide a mixed number by another mixed number.
As Julie learns about the rainforest, she is amazed by all of the different types of animals that live there. While
working on her project one day, Julie began reading about snakes. That may not seem like an interesting topic,
except that Julies brother Keith loves snakes and last summer he showed Julie a 2 14 foot garter snake in their
backyard. In her reading, Julie began learning about a snake called an anaconda and couldnt believe how long and
vicious the snake is. She read that the average anaconda is between 12 and 18 feet. In the picture in her book there is
an anaconda that is 13 12 feet long. It looked huge to Julie! She thought back to that garter snake. That snake seemed
large enough to Julie; she cant even imagine how much bigger the anaconda must be. I wonder how many garter
snakes it would take to equal that anaconda? Julie thought to herself. If I divide the length of the anaconda by the
length of the garter snake, that should give me the correct number of snakes.
Julie writes this problem on her paper.
1
1
13 2 =
2
4
Unfortunately, Julie cant remember how to divide mixed numbers. Julie pulls out her math book. You just
need to pay attention during this Concept. By the end, you will be able to solve this snake of a problem!!
Guidance
What about when you divide a mixed number by another mixed number?
This means that you are looking for how many sets, or groups and parts of groups, can be made from another whole
and parts. This seems complicated, but if you follow a few simple steps, you can figure it out.
The big difference when you divide a mixed number by another mixed number is that you must change BOTH
mixed numbers to improper fractions before solving!!
1
1
3 1 =
2
4
The first step to dividing a mixed number by another mixed number is to convert both mixed numbers to
improper fractions.
618
www.ck12.org
1
3 =
2
1
1 =
4
7
2
5
4
7 5
=
2 4
Next, we change the operation to multiplication and multiply by the reciprocal.
7 5 7 4 28
8
4
= =
=2 =2
2 4 2 5 10
10
5
The final answer is 2 45 .
Now its time to try a few of these on your own. Be sure your answer is in simplest form.
Example A
2 41 1 12 =
Solution: 1 12
Example B
3 13 1 14 =
Solution: 2 23
Example C
2 15 1 12 =
7
Solution: 1 15
Now back to Julie and the snake comparison.

We can divide the two mixed numbers. These are the lengths of each snake.
1
1
13 2 =
2
4
27 9 27 4 3 2
=
= =6
2
4
2
9 1 1
It would take 6 garter snakes to equal the length of the one anaconda in Julies book.
Julie is amazed. She takes a few minutes to draw the two snakes with their lengths and then writes in her
math problem. This will be a nice addition to her project.
619
7.14. Quotients of Mixed Numbers
www.ck12.org
Guided Practice

12 21 2 13 =
Answer
Here is how we can work through this problem.
12 21 2 13 =
25
2
73 =
25
2
37 =
75
14
5
= 5 14
This is our answer.

Video Review
MEDIA
Khan Academy Dividing Mixed Numbers
MEDIA
Dividing Mixed Numbers
MEDIA
James Sousa Dividing Mixed Numbers

Explore More
Directions: Divide each mixed number by mixed number. Be sure your answer is in simplest form.
1. 2 12 1 31 =
2. 1 14 3 31 =
620
www.ck12.org
3. 1 16 1 21 =
4. 4 12 1 21 =
5. 5 12 1 21 =
6. 3 14 1 31 =
7. 4 12 5 21 =
8. 6 12 2 41 =
9. 5 13 2 21 =
10. 3 21 3 12 =
11. 6 32 1 12 =
12. 8 52 1 13 =
13. 12 21 2 14 =
14. 6 65 2 12 =
15. 8 43 2 12 =
621
7.15. Identification of Equivalent Customary Units of Weight
www.ck12.org
7.15 Identification of Equivalent Customary

Units of Weight
Here youll learn to identify equivalent customary units of weight.
Have you ever studied animals? Julie has been learning about certain ones in the rainforest.
Julie has decided that her favorite rainforest topic has to do with the animals. She reads that the red-eyed tree frog
weighs about 15 ounces while an male adult gorilla usually weighs 450 pounds. Julie begins writing down facts
about each animal in her journal. She isnt sure which facts shell use in her final report, but she is fascinated with
all of the different types of animal species that are found in the rainforest. While she is working, her teacher Mr.
Gibbons asks her how it is going. Julie begins to tell him about the gorilla and the tree frog.
Wow, Mr. Gibbons says. I wonder how many tree frogs it would take to equal the weight of one gorilla, or how
many 90 pound girls it would take?
I dont know, says Julie beginning to think about all of the numbers in her mind.
Sounds like a problem worth investigating to me, Mr. Gibbons smiles as he walks away. Julie begins by drawing
a picture of a balance scale. On one side she draws a gorilla and on the other side she draws a tree frog. Then Julie
begins her calculations.
You will need information about weight and about the customary units of measurement to figure out this
problem. This Concept will teach you all that you need to know.
Guidance
Previously we worked on measuring length using the customary system of measurement. Remember that the
customary system of measurement is used in the United States and it contains units like inches, feet, yards and
miles. The metric system is the other system of measurement that is used in science and in many other countries.
This Concept will focus on customary units of weight and volume. Lets begin by looking at the customary units of
weight.
622
www.ck12.org
What are the customary units of weight?

First, what do we mean when we talk about weight? We mean the heaviness or the way a mass of something or
someone feels due to gravity. The customary units for measuring weight are ounces, pounds and tons.
An ounce is the smallest common unit of weight, a pound is what we commonly use for measuring medium sized
objects and a ton is what we use to measure very large objects.
What about equivalence?
Remember, when we see the word equivalent we are referring to something being equal to something else. When
working with measures of weight, we can compare the equivalence of a small unit to a larger one. Here are the
customary units of equivalence.
Here are the units from smallest to largest.

1. Ounce
2. Pound
3. Ton
We can find equivalent measures for each unit by using the information in each arrow. We can convert from
a larger unit to a smaller unit by multiplying. We can convert from a smaller unit to a larger unit by dividing.
How many ounces are 3 pounds of stones?
To solve this problem, we need to convert pounds to ounces. A pound is larger than an ounce, so we are going
to multiply. There are 16 ounces in one pound. We can multiply the number of pounds times 16 and this will
give us the total number of ounces.
16 3 = 48
Our answer is 48 ounces.
We can also convert a smaller unit to a larger unit. To do this, we would divide.
How many tons is 6200 pounds?
To solve this problem, we are going to divide. There are 2000 pounds in one ton, so we are going to divide
6200 pounds by 2000 to get our answer in tons.
6200 2000 = 3.1 tons
623
www.ck12.org
You can also write your answer in different forms. You could write it as a fraction, a decimal or with a
remainder.
Problem: 100 ounces = ____ lb?
We solve this by dividing 100 by 16, since there are 16 ounces in one pound.
4
Fractional answer: 100 16 = 6 16
= 6 41 lb
4
Decimal answer: 100 16 = 6 16
= 6.25 lb
Remainder answer: 100 16 = 6 R 4 = 6 lb 4 oz

Now its time for you to try a few of these on your own. Convert the following units of weight. You may write your
answer as a fraction or a decimal when necessary.
Example A
5 tons = ____ pounds

Solution: 10,000 pounds
Example B
32 ounces = ____ pounds

Solution: 2 pounds
Example C
4500 pounds = ____ tons

Solution: 2.25 tons
Now lets think about those animal weights.
First, it is time to answer the two questions. The first one is how many tree frogs will it take to equal the weight of
one gorilla.
Julie begins by converting pounds to ounces.
450 pounds (Gorilla) = ____ ounces
To solve this, we multiply 450 by 16 since there are 16 ounces in one pound.
624
www.ck12.org
450 pounds = 7200 ounces.

Next, the tree frog weighs 15 ounces. Julie divides 7200 by 15. She gets an answer of 480.
It will take 480 tree frogs to equal the weight of one gorilla.
The second question is the one that Mr. Gibbons asked Julie. How many 90 pound girls is equal to one gorilla?
Julie divides 450 by 90.
450 90 = 5
It takes five 90 pound girls to equal one gorilla.
Guided Practice

A male African elephant usually weighs between 6 and 8 tons. If this the range of his weight in tons, what is the
range of his weight in pounds?
Answer
To figure this out, we must first think about the equivalent measure between tons and pounds.
2000 pounds = 1 ton
Given this equivalent, the range of weight is between 12,000 and 16,000 pounds.
This is our answer.
Video Review
MEDIA
Khan Academy US Customary and Metric Units

Explore More
Directions: Convert each customary unit of weight to an equivalent form.

1. 32 ounces = ____ pounds
2. 6 pounds = ____ ounces
3. 5.5 pounds = ____ ounces
6. 4000 pounds = ____ tons
7. 4 tons = ____ pounds
625

8. 3.5 tons = ____ pounds
9. 6500 pounds = ____ tons
10. 7.25 tons = ____ pounds
12. 25 tons = _____ pounds
13. 64 ounces = ____pounds
15. 5 tons = _____ pounds
626
www.ck12.org
www.ck12.org
7.16 Identification of Equivalent Customary

Units of Capacity
Here youll identify equivalent customary units of capacity.
Have you ever wondered how much water you would need for a hike that lasted a few days?
After learning about snakes, Kevin began planning an imaginary hiking trip to the rainforest. He figured that sweating
was definitely going to happen given the temperatures and activity. Here is what he discovered in a book.
The average person needs 1 gallon of water to drink per day.
Kevin cant believe this. He knows that 1 gallon is equal to 128 fluid ounces.
If Kevin went hiking for three days, how many fluid ounces of water is that? How many quarts of water?
This Concept is all about identifying equivalent customary units of capacity. Pay attention and you will know
how to answer these questions at the end of the Concept.
Guidance
We just finished learning about equivalence regarding customary units of weight. We can also find equivalent
measures for customary units of capacity. By capacity, we mean volume or the amount of liquid an item can hold.
Sometimes, we hear the word capacity with containers or with a milk jug that is one gallon. There are several
customary units of capacity.
What are the customary units of capacity? Here are the common units from the smallest to the largest.
1.
2.
3.
4.
5.
Fluid ounces (fl. oz)

Cups
Pints
Quarts
Gallons
Sometimes, you will have to figure out how many cups are in a pint or how many quarts are in a gallon.
Often, these types of conversions are necessary when you are doing an activity involving liquids, like cooking.
To convert different units of capacity, you need to know how much of one unit is equal to another unit. Here
is a chart to show you equivalent customary units of capacity.
627
7.16. Identification of Equivalent Customary Units of Capacity
www.ck12.org
To use the table, make sure you match up one of the red numbers with the units you are changing to. For
example, the basic relationship between cups and fluid ounces is 1 cup = 8 fl oz. Between quarts and pints, the
basic relationship is 1 qt = 2 pt. Between gallons and pints: 1 gal = 8 pt.
How many cups are in 36 fluid ounces?
First, figure out if you need to multiply or divide? Check units.
fluid ounces (small) to cups (large) = DIVIDE
Next, Divide by what? Go to the table.
8 fl oz = 1 cup = DIVIDE BY 8
Finally, Calculate. 36 8 = 4
Our answer is
4 12
1
2
cups
cups or 4.5 cups.
How many ounces are there in 4 quarts?

First, figure out if you need to multiply or divide. Check units.
quarts (large) to ounces (small) = multiply
Next, multiply by what? Go to the table. 32 fl. oz = 1 qt = Multiply by 32.
Finally, Calculate. 32 4 = 128 fluid ounces
Next, it is time for you to practice. Use the chart to find equivalent units.
Example A
5 quarts = ____ pts.

Solution: 10 pints
Example B
6.5 gallons = ____ quarts

Solution: 26 quarts
Example C
16 fl. ounces = ____ cups

Solution: 2 cups
Now back to Kevin and the water. Here is the original problem once again.
After learning about snakes, Kevin began planning an imaginary hiking trip to the rainforest. He figured that sweating
was definitely going to happen given the temperatures and activity. Here is what he discovered in a book.
The average person needs 1 gallon of water to drink per day.
Kevin cant believe this. He knows that 1 gallon is equal to 128 fluid ounces.
If Kevin went hiking for three days, how many fluid ounces of water is that? How many quarts of water?
To figure the fluid ounces, we can multiply the number of fluid ounces in one gallon by three days of hiking.
128 3 = 384fluid ounces
To figure out the number of quarts, we can multiply the number of quarts in one gallon by three.
628
www.ck12.org
4 quarts = 1 gallon
4 3 = 12
There are 12 quarts needed for three days of hiking.
Guided Practice

Marcus has a 5 gallon jug of water. How many ounces is that?
Answer
To figure this out, we first have to look at the equivalent units between ounces and gallons.
There are 128 fluid ounces in 1 gallon.
Marcus has a 5 gallon jug.
We need to multiply 128 times 5.
The answer is 640 fluid ounces.
Video Review
MEDIA
James Sousa Converting Between Units of Weight in the Customary System

Explore More
Directions: Convert each customary unit of capacity to an equivalent form.

1. 3 cups = ____ fl. oz.
2. 32 fl. oz = ____ cups
3. 4 cups = ____ pints
4. 8 pints = ____ cups
5. 2 quarts = ____ pints
6. 8 gallons = ____ quarts
7. 24 quarts = ____ gallons
9. 1 gallon = ____ pints
10. 16 fl. oz = ____ pints
11. 2 gallons = ____ fl. oz.
629
7.16. Identification of Equivalent Customary Units of Capacity

12. 10 gallons = ____ fl. oz.
13. 384 fl. oz = ____ gallons
14. 384 fl. oz = ____ pints
15. 384 fl. oz = ____ cups
630
www.ck12.org
www.ck12.org
7.17 Selection of Appropriate Weight or Capacity Units

Here youll learn to choose appropriate customary units of weight or capacity given different measurement situations.
Have you ever had an after school job?
Jeffrey is helping his father out as his service station. While Jeffrey is too young to work on cars, he is old enough to
stock the shelves. As Jeffrey stocks the shelves, he puts the containers of oil on the shelf. There are many different
brands.
Which measurement unit would be used to measure oil?
After Jeffrey finishes that task, he begins counting the bags of ice that are stored in the freezer outside the door. He
moves them around and is surprised at how heavy ice actually is.
Which measurement unit would Jeffrey use to measure the weight of each bag of ice?
This Concept is all about choosing the best unit of weight or measure. These questions will be addressed in
the Concept.
Guidance
Choosing the correct units can make all the difference for a measurement. You would not measure how tall you
are in miles. Neither would you measure length of a football field in inches. The same idea applies for weight and
volume. When measuring to cook, it could be pretty complicated if you were trying to measure cups of water in
ounces. Think of how challenging that would be as you are measuring. To get an idea of the size of the units of
weight and volume, take a look at the table below.
631
7.17. Selection of Appropriate Weight or Capacity Units
This chart is useful as a reference for many of the different ways to measure weight and capacity.
Which unit would you use to measure each of the following items?
Example A
A baby bottle of milk?

Solution: Fluid ounces
Example B
A cord of wood
632
www.ck12.org
www.ck12.org
Solution: Pounds
Example C
Water for a cake?

Solution: Cups
Now back to Jeffrey and the service station. Here is the original problem once again.
Jeffrey is helping his father out as his service station. While Jeffrey is too young to work on cars, he is old enough to
stock the shelves. As Jeffrey stocks the shelves, he puts the containers of oil on the shelf. There are many different
brands.
Which measurement unit would be used to measure oil?
After Jeffrey finishes that task, he begins counting the bags of ice that are stored in the freezer outside the door. He
moves them around and is surprised at how heavy ice actually is.
Which measurement unit would Jeffrey use to measure the weight of each bag of ice?
First, Jeffrey is wondering about how oil would be measured. Jeffrey has heard his father refer to "quarts of oil."
Therefore, the bottles or containers of oil would be measured in quarts.
Ice would be measured in pounds. Ounces would be too small a unit. Pounds is the best choice.
Guided Practice

If Darcy is filling up her swimming pool, which unit of capacity would she use to measure the amount of water
needed?
Answer
Darcy would use gallons since fluid ounces is used for smaller quantities of water.
Video Review
MEDIA
Khan Academy US Customary and Metric Units
MEDIA
633
7.17. Selection of Appropriate Weight or Capacity Units

James Sousa Converting Between Units of Volume in the Customary System
MEDIA
James Sousa Converting Between Units of Weight in the Customary System

Explore More
Directions: Name the appropriate unit of measure for each item below.
1. The weight of a dog
2. The weight of a camper
3. Soda in a can
4. Two Elephants
5. A television set
6. A baby bottle
7. A jug of milk
8. An automobile
9. The water in a pool
10. A pile of pennies
11. A pallet of wood pellets
12. A rhinocerous
13. A boat
14. An apple
15. Water in an eye dropper
634
www.ck12.org
www.ck12.org
7.18 Conversion of Customary Units by Multiplying

Here youll learn to convert customary units of measure using multiplication.
Jacob is in Julies class and he loves to play jokes. When he finds out that Julie is working on a rainforest project, he
decides to play a joke on her. Since the Amazon River is a key part of the rainforest, Jacob focuses on this feature.
Hey Julie, did you know that the Amazon River is twenty-one million, one hundred and twenty thousand feet long?
Jacob asks, leaning on Julies desk as she works.
It is not, Julie says smiling. It is 4000 miles long.
Those measurements are one and the same, Jacob says. Also, the Amazon is thirty-one thousand six hundred and
eighty feet wide.
That is not accurate, Julie says. It is 6 miles wide.
Again, those are the same, Jacob says.
Who is correct? Convert each measurement having to do with the Amazon and figure out whether Jacob or
Julie is correct.
Guidance
Previously we began looking at equivalent units of measure. We did some conversions of customary units of measure
involving weight and capacity. In this Concept, we are going to expand on what we just learned. Lets look at
converting units of measure using multiplication.
Why do we multiply when converting customary units of measure?
When converting customary units of measure from a large unit to a smaller unit, we multiply. You may already
be wondering why we need to multiply as opposed to some other operation. The key is that a large unit is going to
be a smaller number than a smaller unit. Lets think about money to demonstrate this.
100 pennies = 1 dollar
There are 100 pennies in one dollar. The penny is a smaller unit, so we need more of them to equal one of a large
unit, the dollar. The same is true when working with length, weight and capacity. We need more of a smaller unit to
equal a larger unit.
When we multiply, we are working with groups. To convert from a larger unit to a smaller unit, we multiply to
change the larger unit to its smaller equivalent unit. To work on this Concept, you will need to think back to all of
the units of length, weight and capacity that we have previously learned about.
635
7.18. Conversion of Customary Units by Multiplying
www.ck12.org
John has a rope that is 10 feet long. How long is his rope in inches?
Notice, we are going from feet to inches. A foot is larger than an inch. In fact a foot is equal to 12 inches. To
solve this problem, we take the equivalent of one foot in inches and multiply it by the length of the rope in
feet. This will give us the measurement in inches.
10 12 = 120 inches
Our answer is 120 inches.
Try a few of these conversions on your own.
Example A
4 tons = ____ pounds

Example B
5 feet = ____ inches

Solution: 60 inches
Example C
8 pints = ____ cups

Solution: 16 cups
Now back to figuring out who is correct when it comes to the Amazon.
Convert each measurement having to do with the Amazon and figure out whether Jacob or Julie is correct.
We need to figure out the measure of the length and width of the Amazon in feet and miles. There are 5,280
feet in one mile.
4000 miles = ____ feet
To go from a large unit to a smaller unit, we multiply, 4000 5,280 = 21,120,000 ft. Jacob is right on this
one-the two measures are the same. Next, lets figure out the width.
6 miles = ____ feet
6 5,280 = 31,680 feet
Jacob is right on this one too!!
Guided Practice

Jasons baby brother drank 3 cups of milk. How many fluid ounces did he drink?
Answer
Once again, we are going from a larger to a smaller unit. A cup is larger than a fluid ounce. There are 8 fluid ounces
in one cup. If we multiply the number of cups times the number of fluid ounces in one cup, we will successfully
convert to fluid ounces.
3 8 = 24
636
www.ck12.org
Our answer is 24 fluid ounces.

Video Review
MEDIA
Khan Academy Converting Pounds to Ounces
MEDIA
Converting Customary Units
MEDIA
James Sousa Converting Customary Units

Explore More
Directions: Convert the following larger units of measure to a smaller unit of measure.
2. 6 feet = ____ inches
5. 2.5 feet = ____ inches
6. 3.5 tons = ____ pounds
7. 2.25 pounds = ____ ounces
8. 9 cups = ____ fl. oz.
9. 5 pints = ____ cups
637
7.18. Conversion of Customary Units by Multiplying

10. 7 pints = ____ cups
11. 8 quarts = ____ pints
12. 1 quart = ____ pints
13. 6 gallons = ____ quarts
14. 7.75 gallons = ____ quarts
15. 8 miles = _____ feet
16. 3 feet = _____ inches
17. 12 miles = _____ feet
638
www.ck12.org
www.ck12.org
7.19 Conversion of Customary Units by Dividing

Here youll learn to convert customary units of measure using division.
Have you ever studied animals of the rainforest? Have you ever had to convert pounds to tons?
In learning about the rainforest, Michaela discovered that a hippopotamus lives in the sub - Sahara desert area of
Africa. This area is considered part of a rainforest. The hippopotamus weighs about 10,000 pounds. Michaela is
wondering how many tons that could be.
Do you know?
This Concept is all about converting customary units of measurement using division. That is exactly what
Michaela will need to do. At the end of the Concept, you will be able to convert the hippopotamus weight.
Guidance
When converting from a larger unit to a smaller unit, we multiplied. When converting from a smaller unit to
a larger unit, we divide by an equivalent unit.
Lets look at the pennies again.
5000 pennies = ____ dollars
We know that there are 100 pennies in one dollar. This is the equivalent unit. If we divide 5000 by 100, we will have
the number of dollars.
5000 100 = 50 dollars
Our answer is 50 dollars.
Lets apply this to our work with measurement. Remember to think about the equivalent units of length,
capacity and weight when dividing.
First, here are equivalence charts from earlier Concepts.
639
7.19. Conversion of Customary Units by Dividing
www.ck12.org

A pound is smaller than a ton so we divide. There are 2000 pounds in 1 ton, that is our equivalent unit. We divide
5500 by 2000.
5500 2000 = 2.75 or 2 34 tons
Our answer is 2.75 or 2 43 tons.
Take this information and apply it when converting the following units of measure.
Example A
84 inches = ____ feet

Solution: 7 feet
Example B
40 cups = ____ pints

Solution: 20 pints
Example C

640
www.ck12.org
Solution: .4 tons
Now back to Michaela and the rainforest. Here is the original problem once again.
Have you ever studied animals of the rainforest? Have you ever had to convert pounds to tons?
In learning about the rainforest, Michaela discovered that a hippopotamus lives in the sub - Sahara desert area of
Africa. This area is considered part of a rainforest. The hippopotamus weighs about 10,000 pounds. Michaela is
wondering how many tons that could be.
Do you know?
To convert this measurement, we first have to think about the equivalent conversion.
2000 pounds = 1 ton
The hippopotamus weighs 10,000 pounds. We need to convert this to tons.
Because we are going from a smaller unit to a larger unit, we divide.
10, 000 2000 = 5 tons
This is our answer.
Guided Practice

1,250 inches = _____ feet
Answer
To solve this problem, we have to convert inches to feet. Lets think about the equivalent measurement.
12 inches = 1 foot
We divide the number of inches given by 12.
1, 250 12 = 104.16
We can round up to the nearest foot.
Our answer is 104 feet.
Video Review
MEDIA
Khan Academy Converting Pounds to Ounces
641
7.19. Conversion of Customary Units by Dividing
MEDIA
Converting Customary Units
MEDIA
James Sousa Converting Customary Units

Explore More
Directions: Convert each smaller unit of measure to its larger equivalent using division.
2. 24 inches = ____ feet
5. 12 pints = ____ quarts
6. 25 pints = ____ quarts
7. 1 quart = ____ gallons
11. 98 pints = ____ gallons
12. 12,000 pounds = ____ tons
13. 22,000 pounds = ____ tons
14. 5,000 pounds = ____ tons
15. 20,000 pounds = ____ tons
642
www.ck12.org
www.ck12.org
7.20 Problem Solving Plan, Choose an Operation

Here youll learn to use the problem solving strategy: choose an operation.
Have you ever studied the insects of the rainforest? Take a look at what Julie has learned.
Before Julie finishes her project she knows that she has to include something about insects. Julie is not a fan of bugs,
so she has saved this piece of information for the end of the project. After looking at a lot of pictures of bugs, Julie
decides to focus on two different types of beetles. The dung beetle is famous in the rainforest. There are different
types of dung beetles and they are pretty common. The average dung beetle is 12 to 1 inch long. Julie works on
including a drawing of a dung beetle in her project. The second type of beetle Julie studies is the Goliath beetle.
This is a HUGE beetle at 4 12 inches long. Julie begins drawing the Goliath beetle next to the dung beetle. She
decides to show a comparison between the lengths of the two beetles.
If the dung beetle is between
between their lengths?
1
2
and 1 inch long and the Goliath beetle is 4 12 inches long, what is the difference
As Julie does her calculating, you can solve this by using the problem solving strategy: choose an operation.
At the end of the Concept, you will use this strategy to solve the problem.
Guidance
When solving a problem, it is very important to read and understand the problem in order to figure out which
operation you will need to use to find a correct answer. This is especially important with word or story problems
because you will have to identify key words in the story or word problem that let you know which operation to use.
Our four operations are addition, subtraction, multiplication and division. Here is a description of each and
some key words that you can look for when reading a problem.
Addition a problem where two quantities are being combined. Key words are sum, total, in all, combined,
altogether.
John has 8 books and Mary has four books, how many books do they have in all?
In all are the key words that help us identify that we need to use addition to solve this problem.
Subtraction a problem where two quantities are being compared or one quantity is being removed from another
quantity. Key words are left, left over, take away, difference, more, less, more than, less than, compare, greater than,
increased or decreased by.
643
7.20. Problem Solving Plan, Choose an Operation
www.ck12.org
Karen had fifteen records, but she gave three to her friend Louise. How many does she have left?
Left is a key word that clues us in that subtraction is the operation required.
Multiplication word problems using repeated addition or groups. Key words are a lot like addition-pay attention
to the repeating-that will help you know that you need to multiply. Key words are total, in all, each, every, per, how
much, at this rate, and of.
What is one-half of 18?
Of means multiply. This is our key word.
Division Division problems generally involve a situation in which a single quantity is split up into many equal-sized
parts. Key words are split, divide, shared, equal size, average, groups, per.
Chris has fourteen marbles. He has divided them into two groups. How many marbles are in each group?
Group is a key word that means division.
Identify which operation is indicated by each key word.
Example A
In all
Solution: Addition
Example B
Left Over
Solution: Subtraction
Example C
Split up
Solution: Division
Now back to Julie and the beetles. Here is the original problem once again.
Before Julie finishes her project she knows that she has to include something about insects. Julie is not a fan of bugs,
so she has saved this piece of information for the end of the project. After looking at a lot of pictures of bugs, Julie
decides to focus on two different types of beetles. The dung beetle is famous in the rainforest. There are different
types of dung beetles and they are pretty common. The average dung beetle is 12 to 1 inch long. Julie works on
including a drawing of a dung beetle in her project. The second type of beetle Julie studies is the Goliath beetle.
This is a HUGE beetle at 4 12 inches long. Julie begins drawing the Goliath beetle next to the dung beetle. She
decides to show a comparison between the lengths of the two beetles.
If the dung beetle is between
between their lengths?
1
2
and 1 inch long and the Goliath beetle is 4 12 inches long, what is the difference
The key word is difference.

The operation is subtraction.
4 12 =
4 21
1
2
= 4 inches differences for a small dung beetle
1 = 3 21 inches difference for a large dung beetle
The difference in size ranges from 3 12 inches to 4 inches.

644
www.ck12.org
Guided Practice

Kyle has fourteen nickels. He found four more nickels in his pocket. How many nickels does he have? How much
money are the nickels worth in all
Answer
Our key term is in all. This lets us know that we are going to need to add up the nickels. Then there is a second part
of the problem where we will decipher how much money Kyle actually has.
14 nickels + 4 nickels = 18 nickels
Each nickel is worth 5 cents. Here is where you have to understand the problem. We could add 5 eighteen times for
the amount of money, or we can multiply.
18 5 = 90
Kyle has 18 nickels, which is equal to 90 cents.
Video Review
MEDIA

Explore More
Directions: Read each problem. Identify the key words, name the operation and solve each problem. Each problem
will have three answers.
1. Clara has 30 dollars. If she splits it into 5 equal groups, how many dollars will each group have?
2. If Clara doubles this number and then splits it into 5 equal groups, how many dollars will each group have?
3. What if she starts with 24 dollars? How does this change the division?
4. In 5 weeks, Bo made 300 dollars. What was the average amount Bo made per week?
5. In 10 weeks, at this rate, how much money will Bo have made in all?
6. If Bo made 600 dollars in five weeks, what is the average amount made per week?
7. Bob has 45 dollars. Clara has 23 dollars. What is the difference between the amount of money Bo and Clara
have?
8. Lakshmi reads 20 pages per hour. At this rate, how many pages will she read in 7 hours?
9. Bonnie has 85 hair barrettes. Clara has 43 hair barrettes. What is the total number of hair barrettes?
10. If Bonnie decided to give 5 of her hair barrettes away to Joanne, how many would Bonnie and Clara have left?
11. Each box has 12 bottles. How many bottles are in 15 boxes?
645
7.20. Problem Solving Plan, Choose an Operation
www.ck12.org
12. Five equal-sized boxes weigh 40 pounds. How much does each box weigh?
13. Magda had 42 fish. She gave 16 of them to Peter. How many fish did Magda have left?
14. Yusef has a 37 23 inch long board. If he cuts it into 9 equal sized pieces, how long will each piece be?
15. If Yusef cuts the same board into 18 pieces, how long will each piece be?
Summary
Having completed this chapter, students are now ready to move on to Chapter Eight. Each Concept has provided
students with an opportunity to engage and practice skills in many Concepts including several ways to multiply
fractions, numerical and algebraic expressions, several ways to divide fractions, multiplying and dividing mixed
numbers, equivalent customary units of measurement and problem solving strategies.
646
www.ck12.org
Chapter 8. Ratios, Proportions, and Percents
C HAPTER
Ratios, Proportions, and

Percents
Chapter Outline
8.1
E QUIVALENT R ATIOS
8.2
R ATIOS IN S IMPLEST F ORM
8.3
C OMPARISON OF R ATIOS IN D ECIMAL F ORM
8.4
I DENTIFICATION AND W RITING OF E QUIVALENT R ATES
8.5
C OMPARISON OF U NIT R ATES
8.6
P ROPORTIONS U SING C ROSS P RODUCTS
8.7
M ENTAL M ATH TO S OLVE P ROPORTIONS
8.8
P ROPORTIONS TO F IND D IMENSIONS
8.9
P ROPORTIONS TO F IND S CALE R ATIOS
8.10
C ONVERSION OF D ECIMALS , F RACTIONS , AND P ERCENT
8.11
P ERCENTS AS D ECIMALS
8.12
P ERCENTS AS F RACTIONS
8.13
I NTERPRETATION OF C IRCLE G RAPHS
8.14
F RACTIONS AS P ERCENTS
8.15
D ECIMALS AS P ERCENTS
8.16
C OMPARISON OF F RACTIONS , D ECIMALS , AND P ERCENTS
8.17
P ERCENT OF A N UMBER
8.18
P RICES I NVOLVING D ISCOUNTS
8.19
P RICES I NVOLVING S ALES TAX
8.20
T IP E STIMATION
8.21
S IMPLE I NTEREST
8.22
P ROBLEM S OLVING P LAN , P ROPORTIONS
Introduction
situations, examples, guided practice and independent practice sections. In this eighth chapter, Ratios, Proportions
and Percents, students will engage in many Concepts including identifying and writing ratios, identifying and writing
proportions, and applications with percents, including rates, solving proportions, scale drawings, finding the percent
of a number, and using a proportion in a problem solving strategy.
647
8.1. Equivalent Ratios
www.ck12.org
8.1 Equivalent Ratios

Here youll learn to identify and write equivalent ratios.
Have you ever been sent on an errand? Casey is off to the grocery store. Take a look.
On the way home from soccer practice, Caseys mom sends her into the grocery store to get a half gallon of milk.
Casey is hungry after practice, so she isnt paying attention to what kind her Mom has asked her to get. In Caseys
house they drink both whole milk and skim milk. Casey runs to the dairy section of the grocery store and stops
short. She isnt sure what to get. There are five different kinds of milk. There is whole milk, reduced fat milk,
lowfat milk, skim milk and organic milk. There are also different brands to choose from: Hood, Eagle Brand, and
Garelic for non-organic milk, and Organic Valley and Natures Valley for organic brands. Casey notices that there
are three non-organic brands to the two organic brands. Then she notices that the supermarket has its own brand of
non-organic milk as well. That makes four non-organic brands to two organic brands. Casey is sure that this means
something. She has been reading about organic food in school and is interested in organic milk and food. Casey
wishes that there were more organic brands than non organic brands. She decides to make a note of this to show her
teacher at school.
If Casey wants to document this information as a ratio, how could she do it?
This Concept will teach you all you need to know about equivalent ratios.
Guidance
This Concept focuses on ratios. Ratios are everywhere in everyday life. In fact, we work with ratios so much that
we probably dont even realize that we are working with them. In this Concept, you will learn how to write ratios,
simplify ratios and compare ratios, but there is a question that we must answer first.
What is a ratio?
A ratio is a comparison of two quantities. The quantities can be nearly anything; people, cars, dollars... even
two groups of things!
Lets look at a picture.
648
www.ck12.org
We can write ratios that compare the boys in this picture, but how?
How do we write a ratio?
A ratio is written in three different ways. It can be written as a fraction, with the word to or with a colon.
Lets take a look at this in action by writing ratios that compare the boys in the picture.
What is the ratio of boys with striped shirts to boys with solid shirts? There are two boys with striped shirts and two
boys with solid shirts. Lets write the ratio in three ways.
2
2
2:2
2 to 2
Each of these ratios is correct. Notice that we are comparing an individual quality here.
What about comparing a category to the group?
What is the ratio of boys that are holding binders to all of the boys?
There are two boys holding binders and four boys in the group. Lets write the ratio three different ways.
Notice that the first thing being compared comes first when writing the ratio. Or the first thing becomes
the numerator in the fraction form of the ratio.
2
4
2:4
2 to 4
Each of these ratios is equivalent , meaning that they are all equal. Each ratio, though written in a different
form, is an equivalent ratio.
We can write many different ratios by comparing these figures. Lets list some and use the word to to write our
ratio form.
Stars to circles = 3 to 2
649
www.ck12.org
Red stars to total stars = 2 to 3

Red stars to blue stars = 2 to 1
Blue stars to red stars = 1 to 2
Blue stars to total stars = 1 to 3
We could continue making this list.
We can also write the same ratios using a colon or a fraction.

Practice on your own. Use the picture to write each ratio three different ways.
Example A
What is the ratio of orange marbles to green marbles?

Solution: 2 to 4
Example B
What is the ratio of yellow marbles to total marbles?

Solution: 2 to 22
Example C
What is the ratio of orange marbles to total marbles?

Solution: 2 to 22
Now we can help with the milk comparisons. These comparisons can be written as ratios.
If Casey wants to document this information as a ratio, how could she do it?
A ratio is a comparison. We can write a ratio to compare two quantities in three different ways. In this problem,
Casey wants to compare organic and non-organic brands of milk.
She notices that there are four non-organic brands and two organic brands.
650
www.ck12.org
Casey can write this comparison three different ways.
4 to 2
4
2
4:2
This is our answer.

Guided Practice
What is the ratio of total marbles to dark blue marbles?

Answer
First, count the total number of marbles. There are 22 marbles.
There are three dark blue marbles.
Our answer is 22 to 3.
Video Review
MEDIA
Khan Academy, Introduction to Ratios
MEDIA
James Sousa, Introduction to Ratios

651

Explore More
Directions: Use the picture to answer the following questions. Write each ratio three ways.
1. What is the ratio of hens to chicks?

2. What is the ratio of green chicks to yellow chicks?
3. What is the ratio of white chicks to total chicks?
4. What is the ratio of green chicks to total chicks?
5. What is the ratio of yellow chicks to total chicks?
6. What is the ratio of green chicks to white chicks?
7. What is the ratio of light blue marbles to dark blue ones?

8. What is the ratio of orange marbles to red marbles?
9. What is the ratio of pink marbles to red marbles?
10. What is the ratio of green marbles to total marbles?
11. What is the ratio of yellow marbles to red marbles?
12. What is the ratio of total marbles to dark purple marbles?
13. What is the ratio of total marbles to all blue marbles?
14. What is the ratio of pink marbles to total marbles?
15. What is the ratio of red marbles to total marbles?
652
www.ck12.org
www.ck12.org
8.2 Ratios in Simplest Form

Here youll learn to write ratios in simplest form.
Remember Casey and the milk comparison from the Equivalent Ratios Concept?
Well, Casey is pleased that she has been able to write the ratios, but wonders if these is an easier way to compare
them. This is where simplifying ratios comes in.
Pay attention in this Concept and you will learn how simplifying ratios can help us to compare and draw
conclusions. Then well come back and help Casey compare her ratios.
Guidance
Sometimes, a ratio does not represent a clear comparison. If you look at one of the ratios in the practice problems
you just finished you will see what I mean. The ratio of orange marbles to total marbles was 2 to 22. We can simplify
a ratio just as we would a fraction. Lets look at the ratio 2 to 22 in the fraction form of the ratio.
2
22
We simplify a ratio in fraction form in the same way that we would simplify a fraction. We use the greatest
common factor of both the numerator and the denominator. By dividing the numerator and the denominator
by the GCF we can simplify the fraction.
The GCF of both 2 and 22 is 2.
22
1
=
22 2 11
The simplest form of the ratio is 1 to 11. We can write this in three ways 1 to 11, 1:11 and
simplify a ratio in fraction form, we also write an equivalent form of the original ratio.
1
11 .
When we
1
2
=
11 22
Simplify these ratios on your own. If the ratio is not written in fraction form, you will need to do that first.
Example A
2
10
Solution:
1
5
Example B
6 to 8
Solution: 3 to 4
653
8.2. Ratios in Simplest Form
www.ck12.org
Example C
5:20
Solution: 1:4
Now lets think about Casey and the milk.
Casey can write this comparison three different ways.
4 to 2
4
2
4:2
If Casey simplifies these ratios, what conclusions can she draw?

4 to 2 simplifies to 2 to 1
4 2
=
2 1
4:2=2:1
Casey concludes that there are twice as many non-organic brands as there are organic. When she shows her
teacher, Ms. Gilson challenges Casey to do some research about organic brands of milk to bring to the grocery
store manager. Casey rises to the challenge!!
Guided Practice

Write the following ratio in simplest form.
12
18
Answer
We can simplify this ratio just as we would a fraction because it is in fraction form. The greatest common factor of
both 12 and 18 is 6. We divide both the numerator and the denominator by 6.
2
3
is our answer.
Video Review
MEDIA
James Sousa, Example of Writing a Ratio as a Simplified Fraction
654
www.ck12.org
MEDIA
James Sousa, Another Example of Writing a Ratio as a Simplified Fraction

Explore More
Directions: Simplify each ratio. Write your answer in fraction form.

1. 2 to 4
2. 3:6
3. 5 to 15
4. 2 to 30
5. 10 to 15
6.
4
6
7. 3:9
8. 6:8
9.
2
8
10.
4
16
11. 10 to 12
12. 7:21
13. 12:24
14. 25 to 75
15.
16.
17.
27
30
48
60
18
80
655
8.3. Comparison of Ratios in Decimal Form
www.ck12.org
8.3 Comparison of Ratios in Decimal Form

Here youll learn to write and compare ratios in decimal form.
Remember Casey and the milk comparison in the Ratios in Simplest Form Concept? Well, look at what she is up to
now.
Casey decided to hold a survey about the milk choices of customers at the supermarket. She discovers that many
people purchase regular milk and half as many purchase organic milk. Casey surveyed 50 people.
Here is what she found.
35 out of 50 purchased regular milk.
15 out of 50 purchased organic milk.
If Casey wanted to think about these ratios as decimals, could she do it? What would the decimals be for each
choice?
This Concept will teach you how to do these conversions.
Guidance
Previously we worked on writing ratios in fraction form and simplifying them. What about decimal form? Fractions
and decimals are related, in fact a fraction can be written as a decimal and a decimal can be written as a fraction.
Is it possible to write a ratio as a decimal too?
Yes! Because a ratio can be written as a fraction, it can also be written as a decimal. To do this, you will need
to remember how to convert fractions to decimals.
Now we can apply this information to our work with ratios.

Convert 2:4 into a decimal.
First, write it as a ratio in fraction form.
2:4=
656
2
4
www.ck12.org
Next, simplify the fraction if possible.
2 1
=
4 2
Finally, convert the fraction to a decimal.
.5
2)1.0
Our answer is .5.
Practice by converting each ratio to decimal form.

Example A
4 to 5
Solution: .80
Example B
5
20
Solution: .25
Example C
6 to 10
Solution: .60
Now lets go and help Casey convert her ratios into decimal form. Here is the original problem once again.
Remember Casey and the milk comparison? Well, look at what she is up to now.
Casey decided to hold a survey about the milk choices of customers at the supermarket. She discovers that many
people purchase regular milk and half as many purchase organic milk. Casey surveyed 50 people.
Here is what she found.
35 out of 50 purchased regular milk.
15 out of 50 purchased organic milk.
657
8.3. Comparison of Ratios in Decimal Form
www.ck12.org
If Casey wanted to think about these ratios as decimals, could she do it? What would the decimals be for each
choice?
First, we can write a ratio in fraction form. We can use convert the ratios.
35
50
70
100
15
50
30
100
The first decimal is .70.

The second decimal is .30.
Guided Practice

Write 2 out of 25 as a decimal.
Answer
To write this ratio as a decimal, we can use a denominator of 100 and create equal fractions.
2
25
?
100
Next, we figure out the unknown quantity.

25 times 4 = 100
2 times 4 = 8
8
100
Our answer is .08.

Video Review
MEDIA
James Sousa, Introduction to Ratios
MEDIA
James Sousa, Example of Writing a Ratio as a Simplified Fraction
658
www.ck12.org
MEDIA
James Sousa, Another Example of Writing a Ratio as a Simplified Fraction

Explore More
Directions: Convert the following ratios into decimals.

1. 3 to 4
2. 2 to 4
3.
1
5
4. 25 to 100
5. 16 to 32
6. 4 out of 5
7. 6 out of 20
8.
1
4
9. 5 to 6
10. 1:2
11. 4:10
12. 10:50
13. 75 to 100
14. 1 to 3
15. 6 to 8
659
8.4. Identification and Writing of Equivalent Rates
www.ck12.org
8.4 Identification and Writing of Equivalent

Rates
Here youll learn to identify and write equivalent rates.
Have you ever bought things in bulk at a supermarket? People do it all the time, and you need to know how to work
with rates to be successful.
Kiley is enjoying her work in the supermarket. Today, while she was working in the section of the supermarket
that has nuts and other bulk items, a customer needed her help. This customer was trying to figure out a couple
of different prices for almonds and cashews. The customer had measured out three pounds of almonds. When she
weighed the almonds and printed her price ticket, the price read $8.97.
How much are these per pound? the customer asked Kiley.
Kiley looked at the bin, but the label had become worn and she could not see the actual ticket. For Kiley to figure
this out, she is going to have to use her arithmetic skills. How much are the almonds per pound?
To complete this dilemma, you will need to understand rates and equivalent rates. Pay close attention and
well revisit this problem at the end of the Concept.
Guidance
In the world around us there are many times when we need to use a rate. We use rates when we think about how
many miles a car can travel on a gallon of gasoline. We use a rate when we think about how fast or slow something
or someone goes-that is a rate of travel, commonly called speed. You may be familiar with many different rates, but
that doesnt help us to understand exactly what a rate is. This Concept will explain all about rates.
What is a rate?
A rate is special ratio that represents an amount in terms of a single unit of time or some other quantity. We
know that we are working with a rate when we see the key word PER.
The car gets 15 miles per gallon.
Here we are comparing the number of miles to one gallon. This is a rate. It is the rate of miles per gallon of
gasoline. Rates can take a different form too. Sometimes, a rate isnt compared to one, but it is still a rate.
John ran three miles in twenty-one minutes.
What is being compared here? Three miles is being compared to seven minutes. This is the rate. We could
use the word per in this sentence and it would make perfect sense. When this happens, you know that you
are looking at a rate.
660
www.ck12.org
How do we write a rate in ratio form?

Once you understand how to identify a rate, you need to know how to write the rate as a ratio since a rate is a special
type of ratio.
Lets look at the dilemma above again.
John ran three miles in twenty-one minutes. To write this as a ratio, we are comparing three miles to twenty-one
minutes. The three miles becomes our numerator and the twenty-one minutes our denominator.
3 miles
21 minutes
The apples are $.99 per pound.
To write this as a ratio it may help to first see that it is a rate. We are comparing the price of apples to the
number of pounds. Our key word here is the word per and that lets us know that we are comparing to one. Next,
we write it as a ratio. Our money amount is our numerator. The number of pounds is our denominator.
Price o f apples
.99
=
number o f pounds
1
When a rate is compared to one-it is called a unit rate .
Unit rates and rates can be equivalent to each other.
How do we write equivalent rates?
Writing an equivalent rate can be done in a couple of different ways. First, we can take a rate, write it as a ratio and
simplify it to a unit rate. Then the two rates will be equivalent.
Karen ran four miles in 20 minutes.
First, we write it as a ratio. We are comparing four miles to twenty minutes.
20 minutes
4 miles
Next, we simplify the ratio to a unit rate. That means we are comparing to one. We simplify using the greatest
common factor of the numerator and the denominator.
20 minutes 5 minutes
=
4 miles
1 mile
661
www.ck12.org
These two rates are equivalent. The unit rate is that it took Karen five minutes per mile.
Its time for you to apply these skills. Write an equivalent rate for each.
Example A
6 shirts
2 boxes ,
how many shirts would there be in six boxes?
Solution: 18 shirts
Example B
How many shirts are there in one box?

Solution: Three shirts in one box
Example C
How many boxes would we need for 24 shirts?

Solution: 8 boxes
Now back to the dilemma with Kiley and the almonds.
The dilemma has to do with the almonds. The customer wanted to know how much they were per pound. She
is looking for the unit rate. Begin by writing a rate that compares three pounds of almonds to the price.
8.97
3 pounds
Next, we need to figure out the cost of one pound. We can create an equal fraction.
8.97
?
=
3 pounds 1 pound
We divided by three to go from three pounds to one pound. We can divide 8.97 by three to get the unit price.
8.97 3 = $2.99
The almonds cost $2.99 per pound.
Guided Practice

Ron ate five hot dogs in one minute. Now find a unit rate.
662
www.ck12.org
Answer
First, we write a ratio that compares hot dogs to minutes.
5 hot dogs
1 minute
This is a unit rate because it is compared to one. Next, we write an equivalent ratio to this one. We can do this by
multiplying the numerator and the denominator by the same number.
5 hot dogs 10 hot dogs
=
1 minutes
2 minutes
Yes it is! But, we have two equivalent rates here! We have a unit rate and a rate that shows more time and
more hot dogs.
Video Review
MEDIA
663

Khan Academy Simplifying Rates and Ratios
MEDIA
James Sousa, Rates and Unit Rates

Explore More
Directions: Write a rate that compares the quantities described in each problem.
1. Fourteen apples in two barrels
2. Thirty-two crayons in two boxes
3. Eighteen bottles in three carriers
4. Twenty students on four teams
5. Twenty-five students on five teams
6. Fifty students in two classes
7. Ninety students on three buses
8. Thirteen students ate twenty-six cupcakes
9. Twelve campers in two tents
10. Twenty-four hikers per trail
11. Six campers per tent
12. If there are six campers per tent, how many tents for 18 campers?
13. How many tents for 30 campers?
14. How many campers can you fit if you have 12 tents?
15. Sixty students on five teams
664
www.ck12.org
www.ck12.org
8.5 Comparison of Unit Rates

Here youll learn to write and compare unit rates.
In the Identification and Writing of Equivalent Rates Concept, Kiley finished figuring out the cost of the almonds.
The customer had another question. Take a look at what happened.
The same customer weighed out four pounds of cashews. The cashews are $3.29 per pound. Given this information,
how much did the four pounds of cashews cost?
To help Kiley with this arithmetic, you will need to learn about rates. Supermarkets are a great place to learn about
rates because there are many different rates depending on what you are purchasing at the store. Pay close attention
and you can help Kiley with this work at the end of the Concept.
Guidance
Previously we worked on writing equivalent rates that were compared to one. These are unit rates. In this Concept,
we are going to continue to work on writing unit rates given other rates.
Remember that a unit rate is a rate written that compares a quantity to one.
8 apples
1 student
Here the unit rate says that there were eight apples per student.
665
8.5. Comparison of Unit Rates
www.ck12.org
Lets build a word problem around this. You can be very creative with this.
Mrs. Harris class went apple picking. Each student picked eight apples.
This is a perfect word problem for our unit rate. Now lets expand this problem a little further.
Mrs. Harris class went apple picking. Each student picked eight apples. At this rate, how many apples were picked
by seven students?
Here we are going to use our unit rate to solve a problem.
? apples
8 apples
=
1 student
7 students
Here we need to solve for how many apples were picked. We can do this by creating an equivalent rate. The
denominator was multiplied by seven, one times seven is seven. We can do the same thing to the numerator.
8 7 = 56
There are 56 apples picked by the seven students.
8 apples
56 apples
=
1 student
7 students
How do we take a rate and write a unit rate?

We can also take a larger rate and figure out a unit rate. We do this by simplifying so that we are comparing the
quantity with one.
Laquita picked 12 peaches in 6 minutes.
Begin by writing a rate that compares peaches to minutes.
12 peaches
6 minutes
Next, we look at the unit rate. The unit rate would compare peaches picked in one minute. We simplify the
denominator to one and then simplify the numerator to create an equivalent rate.
12 peaches ? peaches
=
6 minutes
1 minutes
To change 6 minutes to one minute we divided by 6. We need to do the same thing to the numerator.
666
www.ck12.org
12 peaches 2 peaches
=
6 minutes
1 minutes
Our unit rate is two peaches picked in one minute.
Practice writing a few unit rates on your own.
Example A
24 buttons
4 shirts
Solution: 6 buttons per shirt

Example B
4 ice cream cones
2 people
Solution: 2 ice cream cones per person

Example C
45 miles
3 gallons
Solution: 15 miles per gallon

Now lets go back to the supermarket. Kiley is trying to use unit rates to figure out the cost of the cashews. Lets
take a look.
Now, we need to figure out the cost of four pounds of cashews if the cashews cost $3.29 per pound. Here we
have been given the unit rate and we are going to multiply to find the rate for four pounds.
Here is our unit rate.
3.29 ?
=
1
4
To go from one to four pounds in the denominator, we multiplied by four. We do the same thing to the
numerator.
3.29 4 = $13.16
Four pounds of cashews cost $13.16.
Guided Practice

Harold cuts seven lawns in 4 hours. What is the unit rate per hour?
Answer
To figure this out, first we have to write a ratio that compares the lawns to hours.
7
4
Now we can convert this to a rate. We want to know how many lawns in one hour.
667
8.5. Comparison of Unit Rates

7
4
www.ck12.org
x
1
Now if we solve this problem, we will divide 7 by 4.

7 4 = 1.75
Harold cuts 1.75 lawns in one hour.
Video Review
MEDIA
Khan Academy Simplifying Rates and Ratios
MEDIA
James Sousa, Rates and Unit Rates
MEDIA
James Sousa, Example of Determining Unit Rate

Explore More
Directions: Use each rate to write a unit rate for each. Remember a unit rate is compared to one.
1. Fourteen apples in two barrels
2. Thirty-two crayons in two boxes
3. Eighteen bottles in three carriers
4. Twenty students on four teams
5. Twenty-five students on five teams
6. Fifty students in two classes
668
www.ck12.org
7. Ninety students on three buses

8. Thirteen students ate twenty-six cupcakes
9. Twelve campers in two tents
10. Forty- eight hikers on two trails
11. 16 hikers on 4 trails
12. 72 bikes on 6 racks
13. 15 backpacks for 5 children
14. 28 slices of pizza for 7 teenagers
15. $24.00 for 2 people
669
8.6. Proportions Using Cross Products
www.ck12.org
8.6 Proportions Using Cross Products

Here youll learn how to identify proportions by using cross-products.
Have you ever been on a swim team? Do you know how to relate proportions to real - world situations? Take a look
at this one.
Tony also works at the supermarket, but at school, he is on the swim team.
Tony swims 10 laps in 30 minutes. How long does it take him to swim 15 laps?
Solving this problem involves proportions and cross- products. You will know how to figure this out by the
end of the Concept.
Guidance
Proportions are everywhere in the world around us. Proportions are comparisons that we make between different
things. You will often hear the words in proportion meaning that there is a relationship between things.
What is the relationship of a proportion? That is exactly what this Concept is going to work on.
What is a proportion?
A proportion is two equal ratios. Remember that a ratio compares two quantities; well, a proportion compares
two equal ratios.
While ratios can be written in three different ways, often you will see proportions written as equal fractions. Lets
look at a proportion.
1
4
=
12 3
Here we have two ratios. We have four compared to twelve and one compared to three. These two ratios form
a proportion. Simplified, they equal the same thing. You can simplify four-twelfths and it equals one-third.
Sometimes one of the trickiest things is figuring out if two ratios form a proportion. In the example above, we can
see the equals sign letting us know that the ratios form a proportion.
How can we tell if two ratios form a proportion?
There are two different ways to figure this out. The first has already been mentioned and that is to simplify
the two ratios and see if they are equal.
1
4
and
670
5
20
www.ck12.org
One-fourth is already in simplest form, we leave that one alone. If we simplify five-twentieths, we get onefourth as an answer. One-fourth is equal to one-fourth, so these two ratios do form a proportion.
2
8
and
3
6
If we simplify these two fractions we get two different answers. Two-eighths simplifies to one-fourth. Threesixths simplifies to one-half. The two ratios are not equal. Therefore, they DO NOT form a proportion.
The second way of figuring out if two ratios form a proportion is to cross multiply or to use cross products .
What is a cross product?
A cross product is when you multiply the numerator of one ratio with the denominator of another. Essentially you
multiply on the diagonals. If the product is the same, then the two ratios form a proportion.
2
3
and
4
6
Lets use cross products here.
2 6 = 12
3 4 = 12
12 = 12
The two ratios form a proportion.
We can use cross products to figure out whether or not two ratios form a proportion.
Try a few of these on your own. Use cross products to determine if the two ratios form a proportion. Write yes if
they form a proportion and no if they do not.
Example A
2
5
and
5
9
Solution: Not a proportion

Example B
3
6
and
5
10
Solution: Yes
Example C
4
7
and
12
28
Solution: Not a proportion

Now back to Tony and the swim team. Here is the original problem once again.
Tony also works at the supermarket, but at school, he is on the swim team.
Tony swims 10 laps in 30 minutes. How long does it take him to swim 15 laps?
Our first step is to write two ratios.
10
30
This is our known information.
15
x
This is what we are trying to figure out.

671
8.6. Proportions Using Cross Products
www.ck12.org
Notice that we put the same unit in the numerator of both ratios and the same unit in the denominator of both
units.
laps
laps
=
min utes min utes
Now we can write a proportion.
10 15
=
30
x
Our answer is not obvious in this problem. Because of this, we need to use cross - products. We multiply 10 times x
and get 10x and then we multiply 15 times 30 and get 450.
10x = 450
We can ask ourselves, what times ten will give me 450? or we can simplify the zeros and solve.
1x = 45 Here is our answer if we simplify the zeros. 1 times 45 equals 45.
Or we can think 10 times 45 equals 450.
Our answer is 45. Tony swims 15 laps in 45 minutes.
Guided Practice

Do these two ratios form a proportion? Why or why not?
3
6
9 and 4.5
Answer
To figure this out, we use cross - products.
6 x 4.5 = 27
9 x 3 = 27
The cross - products are equal.
These two ratios form a proportion.
Video Review
MEDIA
James Sousa, Introduction to Proportions

672
www.ck12.org
Explore More
Directions: Use cross products or simplifying to identify whether each pair of ratios form a proportion. If they do,
write yes. If not, write no.
=
3.
1
2
1
3
1
4
6
12
4
12
3
15
4.
5
6
10
12
5.
3
4
6
10
6.
2
5
2
7
4
7
7
8
6
15
4
21
12
21
14
16
1.
2.
7.
8.
9.
=
=
=
11.
25
75
11
33
1
3
1
3
12.
15
33
2
3
13.
18
30
36
60
14.
1
3
15.
85
100
10.
6
12
43.5
50
673
8.7. Mental Math to Solve Proportions
www.ck12.org
8.7 Mental Math to Solve Proportions

Here youll learn to use mental math to solve for the unknown in a proportion.
Chase, Marc and Kris are all working at the supermarket in the stock room. After school, they work to stock the
shelves at the local supermarket with all kinds of cans. In fact, they have gotten quite fast at it and they love to have
contests to see who is the fastest. Often the one who loses has to treat the others to ice cream after work. It takes
Chase 15 minutes to stock three shelves of canned goods, and it takes Marc 45 minutes to stock nine shelves.
I am definitely faster, Chase tells Marc one afternoon.
I dont think so, I think we are both the same. Marc disagrees.
Chase and Marc continue to argue. Who is correct? Their friend Kris stocks shelves at the same rate as Chase does.
If he stocks 12 shelves at this rate, how many minutes does it take him?
Previously we worked on how to identify a proportion. In this Concept, you will learn how to use mental math
to solve proportions. Solving proportions using mental math is exactly what Marc and Chase need to help
them with their argument.
Guidance
In an earlier Concept on unit rates and rates, you practiced figuring out a rate or a unit rate. Essentially, there was a
missing part of the rate that you had to figure out.
25 campers 75 campers
=
1 tent
? tents
Here we have a unit rate of twenty-five campers for one tent. Then we have another rate that says that we have 75
campers and we are trying to figure out how many tents are needed for the 75 campers.
These two ratios are equal and they form a proportion.
How can we figure out the missing number of tents?
We can use equal ratios to do this, or we can simply examine the problem and use mental math. Sometimes it makes
more sense to simply figure out an answer in your head!
674
www.ck12.org
Our answer is three tents.

Often we can use mental math to quickly figure out the missing part of a proportion. We call this solving a
proportion.
4
x
=
8 16
We can think, Four is half of eight, what is half of sixteen? Our answer is eight.
Practice using mental math to solve the following proportions.
Example A
1
4
x
16
Solution: 4
Example B
3
9
x
18
Solution: 6
Example C
5
15
1
x
Solution: 3
Now lets go back and help Marc and Chase to figure out their argument.
Chase, Marc and Kris are all working at the supermarket as stock guys. After school, they work to stock the shelves
at the local supermarket with all kinds of cans. In fact, they have gotten quite fast at it and they love to have contests
to see who is the fastest. Often the one who loses has to treat the ice cream after work. It takes Chase 15 minutes to
stock three shelves of canned goods, and it takes Marc 45 minutes to stock nine shelves.
I am definitely faster, Chase tells Marc one afternoon.
I dont think so, I think we are both the same. Marc disagrees.
Chase and Marc continue to argue. Who is correct? Their friend Kris stocks shelves at the same rate as Chase does.
If he stocks 12 shelves at this rate, how many minutes does it take him?
675
8.7. Mental Math to Solve Proportions
www.ck12.org
The first problem is to figure out which boy is faster at stocking shelves. To do this, we need to write two ratios
and see if they form a proportion. If they form a proportion, then Marc is correct.
15 45
=
3
9
We can look at the relationship between the numerators and the denominators to see that the ratios are the same.
Three is one - fifth of fifteen and nine is one - fifth of forty - five. Using mental math has helped us to solve this
dilemma.
The ratios form a proportion, so Marc is correct. The boys both work at the same pace.
Now Kris works at the same rate as Chase (Marc too). He stocked 12 shelves. Given the rate, how long did it
take him? Once again, we need to write two ratios to form a proportion. The unknown will be the time that
it takes Kris.
15
x
=
3
12
If we look at this proportion and ask ourselves, What times 3 equals twelve? The answer is four. We can
use that to form an equal ratio.
15 4 = 60.
It takes Kris 60 minutes to stock his twelve shelves. All three boys are equal in their rate of speed. They decide
to take turns buying the ice cream.
Guided Practice

2
3
x
33
Answer
To figure this out, you can look at the relationship between the denominators and the numerators. Then using mental
math, you can solve for the missing value.
3 11 = 33
Therefore, we multiply the given numerator by 11 to find the unknown numerator.
Our answer is 22.
Video Review
MEDIA
676
www.ck12.org
Khan Academy, Solving Proportions
MEDIA
James Sousa, Introduction to Proportions

Explore More
Directions: Use mental math to solve the unknown part of each proportion.
1.
1
2
x
8
2.
1
2
1
3
2
3
1
2
5
x
4
x
x
6
x
16
3.
4.
5.
=
=
=
5
x
6 = 12
14
7. 16
= 8x
x
8. 21 = 18
x
9. 41 = 20
x
10. 14 = 24
x
11. 41 = 40
x
12. 42 = 40
6.
14.
25
50
4
12
15.
6
7
13.
=
=
2
x
x
48
36
x
677
8.8. Proportions to Find Dimensions
www.ck12.org
8.8 Proportions to Find Dimensions

Here youll learn how to use proportions to find actual or scale dimensions when you have been given scale ratios.
Have you ever thought about how displays are created in stores or supermarkets?
Jessica is in charge of creating a new project display at the supermarket. Her manager noticed her doodling in a
notebook and was impressed with her artistic ability. He called Jessica into his office and handed her a design on a
sheet of paper. We want to create a special poster to focus on a key product each week. This is the sketch of the
design. That product will be on sale and hopefully this new display will help people notice it and buy it, Jessicas
manager explains. The design on the page is 8 5. It is a rectangle and the scale at the bottom of the page says
1 = 6.
Jessica takes out some foamboard and a knife. She knows that she needs the scale to figure out the exact measurements of the display. The problem is that she cant remember how to do the math. If it were 1 to 1 ft, she thinks,
Then the poster would be 8 ft 5 ft, but that isnt it. 6" is only 1/2 of 1 ft, so this scale is 1" to 1/2 ft. Jessica is
puzzled. What are the dimensions for the display?
This Concept works on scale and proportions. You can use a scale to figure out the change in measurements
from a picture to the actual thing.
Be ready so that you can help Jessica at the end of the Concept.
Guidance
Previously we worked on how you can find proportions in everyday life. This Concept focuses on scale and scale
drawings. This is a key place where we use proportions in everyday life.
What is a scale drawing?
A scale drawing is a drawing that is used to represent an object that is too large to be drawn in its actual dimensions.
If you had a very tall building, you couldnt make a drawing of the building that is as large as the building itself.
Think about how many sheets of paper you would need to draw a 25 foot tall building. This is an example where a
scale drawing would be very useful. We can use a scale to represent measurements and then draw the building in a
size that makes more sense.
What is a scale? When we talk about scale, we arent talking about the object that we use to weigh things.
678
www.ck12.org
The scale that we are talking about is a fraction that shows the relationship between the measurement in a
drawing and the measurement of a real object.
1 inch
4 f eet
This scale says that we would use one inch to represent every four feet. The top number is the scale that we
would use in the drawing. The bottom number represents the measurement of the actual building. Lets say
that we wanted to draw a building that is sixteen feet tall using this scale. We could set up a proportion to
solve for the number of inches that we would need to draw.
1 inch x inches
=
4 f eet
16 f eet
Now we can use what we learned in our last Concept about cross-multiplying to solve proportions. This will
help us to figure out the scale dimension of the building.
16 = 4x
Our answer is four inches. The two ratios now form a proportion. What about if we have more than one
dimension? Lets say that we have a room that is 8 12 and we want to use a scale of 1 = 2 feet. How many
inches long and wide would this drawing be? First, lets look at the width of the room. It is eight feet wide. We
can set up a proportion using the scale and the actual width to figure out the width of the drawing.
1 in
x
=
2 ft
8 ft
Next, we solve the proportion by cross-multiplying.
2x = 8
x = 4 inches
On the drawing, the width will be four inches. Now we need to look at the length. The room is 12 feet long. We
can set up a proportion using the scale and the actual length to figure out the length of the drawing.
679
www.ck12.org
1 in
x
=
2 ft
12 f t
Next, we solve the proportion.
2x = 12
x=6
On the drawing, the length of the room will be six inches. Next, we can do a scale drawing of this room. If one
unit on the drawing is equal to one inch, here is our room.
We can also use scale dimensions to figure out the actual dimensions of something. We will use proportions to
do this as well.
The flower bed design shows that the width of the garden on the drawing is six inches. If the scale is 1 = 5 feet, how
wide is the actual flower garden? To solve this problem, we need to set up a proportion. Lets start by writing
the scale in the form of a ratio.
100
5 ft
Next, we can write the actual dimensions that we know with a variable as our unknown and make this the
second ratio in this proportion.
680
www.ck12.org
100 600
=
50
x
The drawing of our flower bed is six inches. We can solve the proportion for the actual dimensions of the
flower bed by cross-multiplying.
1x = 30
x = 30 f t
The actual flower bed is 30 feet wide.
Practice a few of these on your own. Solve each proportion for the scale measurement or the actual measurement.
Example A
100
3 ft
x
21 f t
Solution: 7 inches
Example B
3 in
6 ft
9 in
x
Solution: 18 feet
Example C
2 in
10 f t
x
120 f t
Solution: 24 inches
Now lets go back to the problem from the beginning of the Concept.
Jessica is in charge of creating a new project display at the supermarket. Her manager noticed her doodling in a
notebook and was impressed with her artistic ability. He called Jessica into his office and handed her a design on
a sheet of paper. We want to create a special poster to focus on a key product each week. This is the sketch of
the design. The key product will be on sale and hopefully this new display will help people notice it and buy it,
Jessicas manager explains.
The design on the page is 8 5. It is a rectangle and the scale at the bottom of the page says 1 = 6.
Jessica takes out some foamcore and an exacto knife. She knows that she needs the scale to figure out the exact
measurements of the display. The problem is that she cant remember how to do the math.
If it were 1 to 1 ft, she thinks, Then the poster would be 8 ft 5 ft, but that isnt it. 6" is only 1/2 of 1 ft, so this
scale is 1" to 1/2 ft.
Scale factor is 1 : 6
Or
1
6
The drawing shows that the length of the rectangular sign is 8 and the width is 5. If the one inch is equal to
one half of a foot, then the length is 4 ft and width is 2.5 ft. Jessica is amazed at how simple it actually was to
figure that out once she knew how to use the scale factor. Her poster is 4 ft 2.5 ft. She gets right to work on
the poster and design!
681
www.ck12.org
Guided Practice

7 in
70 f t
x
140 f t
Answer
To find the missing value, we can look at the relationship between the two given denominators. The second
denominator is double the first denominator. Because of this, it makes sense that if we double the first numerator
that it will give us the value of the second numerator.
Our answer is 14 inches.
Video Review
MEDIA
Khan Academy, Solving Proportions

Explore More
Directions: Find actual dimensions using proportions.

1. The scale of the drawing shows that 1 = 5 feet. If the drawing shows the height of the building as 5 inches, how
tall is the actual building?
2.Given this scale, a drawing of a building is 7 inches how tall is the actual building?
3. Given this scale, how tall is a building that has a drawing that is 15 inches?
4. The scale of the drawing shows that 2 = 10 feet. If the drawing shows the height of the building as 8 inches, how
tall is the actual building?
5. The scale of the drawing shows that 1 = 3 feet. If the drawing shows the height of the tree as 9 inches, how tall
is the tree?
6. The scale of the drawing shows that 2 = 7 feet. If the drawing shows that the height of the tree is 6 inches, how
tall is the tree?
7. The scale of the drawing shows that 1 = 3 feet. If the drawing shows that the height of the tree house is 3, how
high is the actual tree house?
Directions: Find the scale dimensions using proportions.
8. The scale of the map shows that 1 = 50 miles. If the map shows that there is 5 between the two cities, what is
the actual distance?
9. The scale of the map shows that 2 = 100 km. If the map shows that there are 3 between the two cities, what is
the actual distance between them?
10. The scale of the map shows that 4 = 200 km. If the map shows that there are 5 inches between the two cities,
what is the actual distance between them?
682
www.ck12.org
11. The scale of the garden design shows that 2 = 3 feet. How big is the garden if the rectangular plot is 4 6?
12. The scale of the room design shows that 1 = 2 feet. How big is the actual room if the design shows a square
that is 5 inches wide?
13. The scale of the room design shows 2" = 4 feet. How big is the actual room if the design shows a square that is
10 inches wide?
14. Using this same scale, how big is the actual room if the design shows a square that is 15 inches wide?
15. Using this same scale, how tall is a building if the drawing is 12 inches tall?
683
8.9. Proportions to Find Scale Ratios
www.ck12.org
8.9 Proportions to Find Scale Ratios

Here youll learn how to take given dimensions and use proportions to find scale ratios.
Have you ever thought about proportions and buildings? Take a look at this dilemma.
At the supermarket, Sarah was looking at the cereal boxes as she was putting them away. On the back of one of the
boxes, there was a picture of a skyscraper. Underneath the picture was a ratio.
It said:
1inch
30 f eet
Sarah wasnt sure what this meant. Do you know?

This Concept is all about scale ratios and factors. At the end of the Concept, you will understand what Sarah
saw.
Guidance
Now that you have figured out how to use proportions to figure out actual and scale dimensions, we can look at
figuring out scale factors.
What is a scale factor?
A scale factor is another name for a scale ratio. When looking for a scale factor, you can look at the relationship
between the scale measurement and the actual measurement to determine what scale was used. This scale is
called the scale factor.
A fence is actually 16 feet long. If the fence is drawn as four inches, what is the scale factor? To figure this out, we
need to write a ratio to compare the drawing of the fence to the actual measurement.
Now we want to figure out the scale factor. To do this, we simplify the ratio using the greatest common factor.
The greatest common factor of 4 and 16 is 4.
44 = 1
16 4 = 4
The scale factor is
100
4 ft .
Use this information to simplify and find the following scale factors.
Example A
500
250
Solution:
1
5
Example B
200
500
684
www.ck12.org
Solution:
1
25
Example C
12.500
250
Solution:
1
2
Now back to Sarah. Here is the original problem once again.

At the supermarket, Sarah was looking at the cereal boxes as she was putting them away. On the back of one of the
boxes, there was a picture of a skyscraper. Underneath the picture was a ratio.
It said:
1inch
30 f eet
Sarah wasnt sure what this meant. Do you know?

Sarah has seen a scale ratio. Inches are being compared to feet. In other words, the scale is saying that for every inch
of the building on the cereal box that it represents 30 feet of actual height.
What about scale factor?
We can figure out the scale factor if we can simplify this ratio. However, this ratio is already in simplest form so this
scale ratio is also the scale factor.
Guided Practice

What is the scale factor?
3
12
Answer
To figure this out, we divide the denominator by the numerator. Once the fraction is simplified, it will show the scale
factor.
1
4
This is the answer.

Video Review
MEDIA
James Sousa, Scale Factor

Explore More
Directions: Simplify each ratio to find the scale factor.

685
8.9. Proportions to Find Scale Ratios

1.
300
6 ft
2.
1200
24 f t
3.
600
18 f t
4.
900
27 f t
5.
400
16 f t
6.
500
30 f t
7.
300
30 f t
8.
300
60 miles
9.
400
100 miles
10.
500
1000 km
11.
600
1200 km
12.
800
24000 m
13.
1100
11,000 km
14.
1500
3000 km
15.
1500
45,000 m
686
www.ck12.org
www.ck12.org
8.10 Conversion of Decimals, Fractions, and

Percent
Here youll learn to identify equivalent ratios as fractions, decimals or percents.
Have you ever had a job that you loved? Take a look at this dilemma.
Kevin loves his new job at the supermarket. Most of the time he works at the cash register bagging groceries. On
Thursdays, Kevin gets to help Ms. Thompson with the food order. Each week, Ms. Thompson has to inventory all
of the food that has been sold and fill out a reorder form. Then she sends the form in to the main office so they know
how many cases of food to reorder. Last week Kevin worked with Ms. Thompson on the fruit order. This week, they
are going to work on the cereal. Ms. Thompson tells Kevin that the following amounts of cereal have been sold and
will need to be reordered.
3
4
1
2
1
4
of the corn flakes

of the granola
of the rice cereal
After they have completed all of the order forms, Kyle has the task of filling in the sales report. The sales report asks
for the amount of cereal boxes sold. It asks for the information in percents. Kevin knows that he needs to convert
each of the fractions to a percent, only he cant remember how to do it.
This is where you come in. Pay attention in this Concept and you will know how to help Kevin convert each
fraction to a percent.
Guidance
This Concept focuses on percents. You have probably heard the word percent before. Percents are used to represent
many things or quantities that we see in everyday life. If the teacher says that only 15% of the students brought in
their homework, that means something specific.
What is a percent?
A percent is a part of a whole.
Fractions are parts of a whole. Decimals are also parts of a whole. Fractions, decimals and percentages are all related
because they are all parts of a whole.
A percent means out of 100 so when we talk about a percent, we are talking about a part that is out of 100.
Just as we could write ratios in fraction form and ratios in decimal form, we can also write percents in ratio form.
Because a percent is comparing a part to the whole of 100, a percent is also a ratio.
687
8.10. Conversion of Decimals, Fractions, and Percent
www.ck12.org
What does a percent look like?

A percent uses the sign %. When we see that sign it is the same as saying out of 100. If we should see 56%,
that is the same as saying 56 out of 100.
Because they are all related, we can write equivalent fractions, decimals and percents using the same information.
Write 14 out of 100 as a fraction, a decimal, and a percent.
First, lets think about this as a fraction. Fourteen out of 100 means that we have a numerator of 14 and a
denominator of 100.
14
100
This is our fraction.
Next, we can write the decimal. Out of 100 refers to the decimal place hundredths. We learned when
working with decimals that the hundredths place is two decimal places.
.14
This is our decimal.
Finally, we can write the percent. 14 out of 100 is equal to 14%.
14%
This is our percent. We can write all three of these as equivalent ratios.
14
= .14 = 14%
100
Complete this chart of equivalent ratios.
Practice writing percents. Write a percent for each of the following ratios.
Example A
67 out of 100
Solution:67%
688
www.ck12.org
Example B
23 out of 100
Solution:23%
Example C
10 out of 100
Solution:10%
Now its time to help Kevin convert those fractions to percents. Here is the original problem once again.
Kevin loves his new job at the supermarket. Most of the time he works at the cash register bagging groceries. On
Thursdays, Kevin gets to help Ms. Thompson with the food order. Each week, Ms. Thompson has to inventory all
of the food that has been sold and fill out a reorder form. Then she sends the form in to the main office so they know
how many cases of food to reorder. Last week Kevin worked with Ms. Thompson on the fruit order. This week, they
are going to work on the cereal. Ms. Thompson tells Kevin that the following amounts of cereal have been sold and
will need to be reordered.
3
4
1
2
1
4
of the corn flakes

of the granola
of the rice cereal
After they have completed all of the order forms, Kyle has the task of filling in the sales report. The sales report asks
for the amount of cereal boxes sold. It asks for the information in percents.
Kevin knows that he needs to convert each of the fractions to percents, only he cant remember how to do it.
We can start to solve this problem by helping Kevin convert each of the fractions to a percent. We can do this
by forming equal fractions to start.
We have three fractions to work with: 34 , 12 ,
1
4
Lets start with three-fourths. We can create three-fourths as an equal fraction out of 100.
3
4
x
100
3
4
75
100
Next we change the fraction to 75%.

Next we have one-half. We can do the same thing.
1
2
50
100
Next we change the fraction to 50%.

We can do the same work with one-fourth.
1
4
25
100
Our final percent is 25%.

With this help, Kevin can easily complete the sales report.
Guided Practice

Write the following as a fraction, decimal and percent.
689
8.10. Conversion of Decimals, Fractions, and Percent

18 out of 100
Answer
18
100
.18
18%
Video Review
Here are videos for review.
MEDIA
Khan Academy, Percent and Decimals
MEDIA
James Sousa, Introduction to Percent

Explore More
Directions: Complete the chart of equivalent fractions, decimals and percents.
690
www.ck12.org
www.ck12.org
14. Write .12 as a percent.

15. Write 15 out of 100 as a percent.
691
8.11. Percents as Decimals
www.ck12.org
8.11 Percents as Decimals

Here youll learn to write percents as decimals.
Have you ever purchased organic vegetables? Do you know what a CSA is?
Casey has moved from milk to organic vegetables. She has heard of a CSA - community supported agriculture and
is wondering how many people actually belong to a CSA. She surveyed the 90 students in her class and found that
30% of the students belong to a CSA. That means that 70% dont belong to one.
If Casey wanted to write these percents as decimals how could she do it? Do you know?
This Concept is all about converting percents to decimals. By the end of the Concept you will know how Casey
can accomplish this goal.
Guidance
Now that you understand how fractions, decimals and percents are related, we can look at the relationship between
them in more detail. Lets look at the relationship between decimals and percents first.
How are decimals and percents related?
Just as percents are out of 100, decimals can also be written out of 100. When we have a decimal with two decimal
places, it is also representing a quantity out of 100.
.34 = 34%
These two quantities are equivalent. The decimal .34 means 34 hundredths or 34 out of 100. 34% means 34 out of
100. Because decimals and percents are both parts of a whole, we can write percents as decimals.
How do we write percents as decimals?
We write a percent as a decimal by thinking out of 100 means two decimal places. You can drop the percent
sign and move the decimal point two places to the left. Then the percent will be written as a decimal.
45%
The % sign is just like two decimal places since both mean out of one hundred or hundredths. We drop the
% sign and insert the decimal two decimal places to the left.
45% = .45
Our answer is .45.
Write 5% as a decimal
First, we drop the % sign and move the decimal point in two places. OOPS! This one doesnt have two places.
Thats okay, we can add a zero in for the missing place.
5% becomes .05
Our answer is .05.
Practice a few of these on your own. Write each percent as a decimal.
Example A
17%
692
www.ck12.org
Solution:.17
Example B
25%
Solution:.25
Example C
75%
Solution:.75
Now back to Casey and the organic vegetables. Here is the original problem once again.
If Casey wanted to write these percents as decimals how could she do it? Do you know?
Now you should know how to write each percent as a decimal. Lets start with the 30%.
To convert 30% to a decimal we drop the % sign and move the decimal point two places to the left.
30% = .30
Next, we can convert 70%.
We drop the % sign and move the decimal two places to the left.
70% = .70
Vocabulary Review
Percent
Percent means out of 100. It is a quantity written with a % sign.
Fraction
A fraction is a part of a whole. A fraction is written mathematically as one value on top of another, separated
by a fraction bar. It is also called a rational number.
Decimal
It is a part of a whole. The numbers to the left of the decimal point represent whole quantities. The numbers
to the right of the decimal point represent parts.
Guided Practice

Write 15% as a decimal.
Answer
First, we drop the % sign and move the decimal point in two places to the left, to represent the hundredths place in
the number.
693
8.11. Percents as Decimals
www.ck12.org
15% becomes .15

Our answer is .15.
Video Review
MEDIA

http://www.mathplayground.com/howto_perfracdec.html Converting fractions and decimals to percents
Explore More
Directions: Write each percent as a decimal.

1. 54%
2. 11%
3. 6%
4. 12%
5. 89%
6. 83%
7. 19%
8. 4%
9. 9%
10. 32%
11. 65%
12. 88%
13. 78%
14. 67.5%
15. 18.2%
694
www.ck12.org
8.12 Percents as Fractions

Here youll learn to write percents as fractions.
In the last Concept, you saw how Casey could convert percents to decimals. We are going to use the same situation
in this Concept. Take a look.
If Casey wanted to write these percents as fractions how could she do it? Do you know?
Yes, this Concept is all about converting percents to fractions. By the end of this Concept, you will know how
to complete this task.
Guidance
A percent is also related to a fraction because they are both parts of a whole. Just like we could write percents as
decimals, we can also write percents as fractions.
How do we write a percent as a fraction?
To write a percent as a fraction, we have to think of it as out of 100 once again. A fraction is a ratio comparing
certain quantities. Six out of 10 would be written as six-tenths. The ten becomes our denominator.
We can use this information to write a percent as a fraction.
Write 44% as a fraction.

44% means 44 out of 100. 44 becomes the numerator and 100 becomes the denominator.
44% =
Our answer is
44
100
44
100 .
What about when we have a percent that doesnt have two places, like 7%?
To convert 7% to a fraction, you simply write it over 100. Because 7 percent means 7 out of 100.
Practice writing percents as fractions.
695
8.12. Percents as Fractions
www.ck12.org
Example A
68%
Solution:
68
100
Example B
13%
Solution:
13
100
Example C
21%
Solution:
21
100
Now back to Casey. Here is the original problem once again.

If Casey wanted to write these percents as fractions how could she do it? Do you know?
To convert the percent to a fraction, we need to use a denominator of 100 instead of a percent sign.
30% =
70% =
30
100
70
100
We can also simplify these fractions.

30
100
70
100
=
=
3
10
7
10
This completes our work.
Guided Practice

Write the following percent as a fraction.
95%
Answer
We know that the % sign means "out of 100" therefore, 100 is our denominator.
95 is the part out of 100, so that is our numerator.
Our answer is
95
100 .
Video Review
696
www.ck12.org
MEDIA
MEDIA
James Sousa, Introduction to Percent

Explore More
Directions: Write each percent as a fraction.

1. 54%
2. 11%
3. 6%
4. 12%
5. 89%
6. 83%
7. 19%
8. 4%
9. 9%
10. 18%
11. 89%
12. 100%
13. 23%
14. 77%
15. 98%
16. 2%
697
8.13. Interpretation of Circle Graphs
www.ck12.org
8.13 Interpretation of Circle Graphs

Here youll learn to read and interpret circle graphs.
Does your school have a mascot? Well, look at this situation about mascots.
Caseys school is going to decide on a new mascot for the football team. To figure out which animal will be the most
popular, the student council conducted a survey. This is the graph of the results.
Casey was hoping that the eagle would be chosen as the mascot. Is that what this circle graph shows?
Based on this circle graph, which animal will be chosen?
This Concept is all about interpreting circle graphs. You may already know the answer to these questions,
but you will learn more about interpreting circle graphs in this Concept.
Guidance
A circle graph is a visual way of displaying data that is written in percents. The circle of a circle graph represents
100%. The parts of the whole that the items being graphed represent are shown in pie shaped wedges. Each wedge
shows what part of 100 that item represents.
This is a graph of data about a students spending habits. You may remember seeing this circle graph in an earlier
Concept. Here is the data on the graph.
698
www.ck12.org
Savings = 50%
Baseball Cards = 10%
Food = 40%
By looking at the circle graph, we can see that out of 100 % of his money, this student saves half (or 50%). He
spends a small fraction on baseball cards and the rest is spent on food.
Notice that all three percents add up to 100%.
A circle graph shows information out of 100.
Now answer these questions about circle graphs.
Example A
Looking at the graph above, what percent is not spent on saving?

Solution:50%
Example B
True or False. The following percents could be part of one circle graph: 25%, 10% and 65%.
Solution: True, because the percents add up to 100.
Example C
True or false. The following percents could be part of the same circle graph: 35%, 70% and 5%.
Solution: False, because they add up to more than 100.
Caseys school is going to decide on a new mascot for the football team. To figure out which animal will be the most
popular, the student council conducted a survey. This is the graph of the results.
Casey was hoping that the eagle would be chosen as the mascot. Is that what this circle graph shows?
Based on this circle graph, which animal will be chosen?
If you look carefully at this circle graph, the eagle is not the largest section of the graph. Since each graph shows a
percent of a whole, the eagle did not receive enough votes.
According to this graph, the cougar is the most popular. It will be chosen as the new mascot.
699
8.13. Interpretation of Circle Graphs
www.ck12.org
Guided Practice
Based on this graph, which foreign language is the most popular?

Answer
Spanish has the largest section of the graph with 55%. This is the most popular subject.
This is our answer.
Video Review
MEDIA
Explore More
Directions: Use each circle graph to answer the following questions.

700
www.ck12.org
1. Which foreign language is the least popular?

2. If 30% of the students chose French, what percent did not choose French?
3. What percent of the students chose Italian?
4. What percent of the students did not chose Italian?
5. What percent of the students chose Latin?
6. What percent of the students did not choose Latin or French?
7. What percent of the students did not choose French or Spanish?
8. What percent of the students did not choose German?
9. What percent of Patricks budget is spent of transportation?

10. What percent of the budget is spent on food?
11. What percent of the budget is not spent on food or savings?
12. If 35% of the budget is spent on rent and utilities, what percent is not spent on this?
13. True or false. Patrick does not spend any money on clothing.
14. What percent is spent on savings and food together?
15. If Patrick was going to increase his savings by 15% what would the new percent of savings be?
701
8.14. Fractions as Percents
www.ck12.org
8.14 Fractions as Percents

Here youll learn to write fractions as percents.
Have you ever met anyone who liked to clean up?
Sams least favorite part of her after school job at the supermarket is closing. When closing the store, the break room
has to be swept and mopped. Each of the students who work at the store part-time take turns closing, and every
Friday night is Sams turn. On Friday, Sam got her mop and broom and headed up to the break room. It seemed to
be even messier than usual. Oh no, I will never get done, Sam sighed, but she picked up the broom and began to
sweep.
In just fifteen minutes, Sam had swept four-fifths of the room. She was amazed at how quickly the task was getting
done with a little focus and effort.
What fraction of the room does Sam still have to sweep? What percent of the room is this?
In this Concept, you will learn how to identify fractions and convert them to percents. This is exactly what
Sam will need to accomplish the task.
Guidance
In our last Concept, you learned how to understand percents. Remember that a percent means a part of a whole,
and the whole is 100. You also learned how to take a percent and write it as a decimal and as a fraction. In this
Concept, you will learn to work the other way around. Lets begin by learning how to write fractions as a percent.
When writing a percent as a fraction, we can drop the % sign and make that the denominator of 100. Then
we take the quantity and write it in the numerator above the 100. This is our fraction.
Write 14% as a fraction.
First, we drop the % sign. % means out of 100, so 100 becomes our new denominator.
14% becomes
702
14
100 .
www.ck12.org
Yes! We can change the denominator of 100 to a % sign and add that to the quantity in the numerator. Here
is what that looks like.
Write
47
100
as a percent.
First, drop the 100. Then write 47 with a % sign.

47
100
becomes 47%
Our answer is 47%.

Not all fractions have a denominator of 100. How do we write a fraction as a percent when the denominator
is not 100?
This is the next thing that we need to learn. If a fraction does not have a denominator of 100, to write it as a
percent we need to rewrite it as an equal fraction with a denominator of 100.
Write
2
5
as a percent.
To write 25 as a percent, we must first rewrite it as a fraction with a denominator of 100. Write a proportion to show
this comparison.
2
=
5 100
What number was multiplied by 5 to get 100 as a product? 20! So we multiply the numerator by 20 and we
will have an equivalent fraction with a denominator of 100.
2 20 = 40
2
40
=
= 40%
5 100
Our answer is 40%.
One special fraction to work with is one-third. To convert one-third to a percent is a little tricky because 3
does not divide evenly into 100. Take a look.
1
=
3 100
When completing this problem, we end up with a repeating decimal; the 3s just continue on and on and on.
.33333333 etc.
To work with this fraction, we call it 33
1
3
%.
703
www.ck12.org
Write each fraction as a percent.

Example A
48
100
Solution:48%
Example B
82
100
Solution:82%
Example C
91
100
Solution:91%
Remember Sam? Lets use what we have learned to help Sam with her sweeping dilemma.
What fraction of the room does Sam still have to sweep?
What percent of the room has she finished? What percent of the room is still left?
Lets work through this solution. If Sam has completed four-fifths of the room, then she has one-fifth left to complete.
What percent of the room has she completed?
To figure this out, we have to figure out what fourfifths is as a percent. To do this, we can figure it out by using an
equal ratio out of 100.
80
4
=
= 80%
5 100
Sam has completed 80% of the room.
What percent of the room does she have left?
You can figure this out two different ways. The first way is to simply subtract 80% from 100%. 100% - 80% (what
Sam has completed) = 20%
The other way is to convert one-fifth (the amount left) to a percent. We can do this by creating an equal ratio out of
100.
704
www.ck12.org
1
20
=
= 20%
5 100
Since it only took Sam 15 minutes to complete 80% of the room, if she continues with her great effort she will
be finished in no time at all.
Guided Practice

Write
23
50
as a percent.
Answer
To write this fraction as a percent, we have to rewrite the fraction with a denominator of 100. We can set up a
proportion to do this.
23
50
x
100
Now we can solve the proportion.

The answer is 46%.
Video Review
MEDIA
Khan Academy, Percents, Decimals, and Fractions
MEDIA
James Sousa, An Example Relating Fractions, Decimals, and Percents

Explore More
Directions: Write each fraction as a percent.

1.
2.
4
100
24
100
705

3.
20
100
4.
76
100
61
100
6. 14
7. 34
8. 36
9. 25
10. 45
8
11. 10
5.
12.
6
10
13.
6
50
3
25
20
50
14.
15.
706
www.ck12.org
www.ck12.org
8.15 Decimals as Percents

Here youll learn to write decimals as percents.
Remember Sam and the sweeping dilemma? Well, Sam wrote fractions as percents, but she could also have used
decimals.
What would this have looked like?
Here is the problem from the last Concept.
Sams least favorite part of her afterschool job at the supermarket is closing. When closing the store, the break room
be even messier than usual. Oh no, I will never get done, Sam sighed, but she picked up the broom and began to
sweep.
How could we write this fraction as a decimal?
How could we write the fraction of the room left to clean as a decimal?
In this Concept, you will learn all about converting decimals to percents.
Guidance
In an earlier Concept, you learned to convert percents to decimals.

Write 31% as a decimal.
You will recall that to do this, we drop the % sign and move the decimal point two places in to the left. These
two places represent the hundredths place of the decimal.
707
8.15. Decimals as Percents
www.ck12.org
31% becomes .31

Our answer is .31.
We can also write a decimal as a percent. To do this, we are going to move the decimal point two places to the
right and add a percent sign.
Write .14 as a percent.
To do this, we move the decimal point two places to the right because two decimal places represent hundredths
and percents are out of 100. Then we add in the % sign.
.14.
= 14%
Sometimes, you will have a decimal that is written with a zero for the tenths place. We do the same thing to
convert to a percent. Move the decimal two places to the right and add a percent sign.
.03 becomes 3%
What about a decimal that does not have two decimal places represented?
To do this, we move the decimal point two places to the right, which will require adding a zero. Then we can
see that two tenths becomes 20 percent.
.20 = 20%
What about if you have a decimal with more than two places?
When this happens, it is an interesting case, because you have to move the decimal point two places to the right, but
you will have a percent that is also a decimal.
.345
.345 becomes 34.5%.
Now it is time for you to practice. Write each decimal as a percent.

Example A
.85
Solution:85%
708
www.ck12.org
Example B
.09
Solution: 9%
Example C
.5
Solution:50%
Now lets go back to Sam and her sweeping. Here is the original problem.
Sams least favorite part of her after school job at the supermarket is closing. When closing the store, the break room
be even messier than usual.
Oh no, I will never get done, Sam sighed, but she picked up the broom and began to sweep.
How could we write this fraction as a decimal?
How could we write the fraction of the room left to clean as a decimal?
Sam had swept four - fifths of the room. We can convert four - fifths to a decimal. First, lets write it as a proportion.
4
5
x
100
Now we can solve the proportion.

80
100
The decimal is .80.

Now we can use mental math to figure out the decimal of the room that she has left to sweep.
Sam has .20 left to sweep.
Guided Practice

What is .009 as a percent?
Answer
To convert a decimal to a percent, we move the decimal point two places to the right and add a percent sign.
Our answer is .9%.
709
8.15. Decimals as Percents
www.ck12.org
MEDIA
MEDIA
Video Review
MEDIA
Khan Academy, Percents, Decimals, and Fractions
MEDIA
James Sousa, An Example Relating Fractions, Decimals, and Percents
MEDIA
James Sousa, An Second Example Relating Fractions, Decimals, and Percents

710
www.ck12.org
Explore More
Directions: Write each decimal as a percent.

1. .31
2. .56
3. .43
4. .08
5. .01
6. .4
7. .6
8. .65
9. .33
10. .19
11. .3
12. .9
13. .11
14. .18
15. .34
16. .99
17. .21
18. .88
711
8.16. Comparison of Fractions, Decimals, and Percents
www.ck12.org
8.16 Comparison of Fractions, Decimals, and

Percents
Here youll learn how to compare and order fractions, decimals and percents.
Have you ever had an argument with a brother or sister? Well here is one that Casey and her brother Alex had.
Casey and Alex were both working on their homework. Alex bet Casey that he could finish his homework before
she did. Even though she knew it wasnt a good idea, Casey agreed to the contest. After about fifteen minutes, Alex
looked over at Casey.
"I have completed 52% of my homework," he said.
"Well, I have completed a ratio of 3 out of 5 of my possible assignments," Casey said smirking.
Casey had meant to be a "smart alec" to Alex.
"I have more done," he returned.
"No you dont."
Who is right?
To answer this questions, you will need to know how to compare fractions, decimals and percents.
This Concept will teach you all that you need to know.
Guidance
We have already established that fractions, decimals and percents are all related to one another. Because they are
related and we can establish equivalents of each, we can also compare each using greater than, less than or equal to.
We can also write them in order.
To compare fractions, decimals and percents, we should have them in the same form. If we are comparing
a fraction and a percent, we have to write both of them either as fractions or percents so we can figure out
which is greater.
Compare 45% and
4
5
To compare these two quantities, first write them in the same form. Lets change four-fifths to a percent. We
do that by writing it as a fraction out of 100, which we can then change to a percent.
80
4
=
= 80%
5 100
45% is less than 80%.
Our answer is 45% < 45 .
We can do the same thing when working with decimals and percents.
Compare 18% and .9
To complete this, we have to convert both of these to either percents or decimals. Lets change .9 to a percent.
To do this, we move the decimal point two places to the right.
.9 = 90%
18% is less than 90%.
712
www.ck12.org
Our answer is 18% <.9.

What about ordering fractions, decimals and percents?
When we order a set of numbers or quantities, we write them from least to greatest or from greatest to least.
Fractions, decimals and percents are no exception, but it is to order them if they are in the same form.
Write .56, 34%,
9
10
and
1
2
in order from least to greatest
To do this, we need to write them all in the same form. Lets convert all of them to percents.
.56 = 56%
34% stays the same
9
90
=
= 90%
10 100
1
50
=
= 50%
2 100
So we have 56%, 34%, 90% and 50%, now it becomes easy to write them in order.
34%, 50%, 56%, and 90%
Our answer is 34%, 12 , .56,
9
10 .
Try a few of these on your own. Use greater than >, less than <or = .
Example A
.19 and 19%

Solution: Equal =
Example B
2
5
and 45%
Solution: <Less than
Example C
56% and 21%

Solution: >Greater than
Remember Casey and Alex? Here is the original problem once again.
Casey and Alex were both working on their homework. Alex bet Casey that he could finish his homework before
she did. Even though she knew it wasnt a good idea, Casey agreed to the contest. After about fifteen minutes, Alex
looked over at Casey.
"I have completed 52% of my homework," he said.
"Well, I have completed a ratio of 3 out of 5 of my possible assignments," Casey said smirking.
Casey had meant to be a "smart alec" to Alex.
"I have more done," he returned.
713
8.16. Comparison of Fractions, Decimals, and Percents
www.ck12.org
"No you dont."

Who is right?
To compare these two values, we need to write them both as the same thing.
Lets convert Caseys fraction to a percent. We can use an equivalent fraction out of 100.
3
5
60
100
Now we convert that to 60%.

Finally, we can compare the two percents.
60% and 52%
60% is greater.
Casey has completed more of her homework than Alex has.
Guided Practice

Write these values in order from least to greatest.
4
83
100 , .16, 33%, 5
Answer
First, we have to think in terms of parts and which values are closest to a whole.
.16 is a very small value. It comes first.
33% is also small. It comes second.
The next two are the trickiest. We know that four -fifths is close to one whole and so is 83 out of 100. We can convert
four - fifths to a fraction with a denominator of 100 so that we can easily compare these two.
4
5
80
100
Now we can see that four -fifths is smaller than 83 hundredths.

Here is our final answer.
83
.16, 33%, 45 , 100
Video Review
MEDIA
James Sousa: Ex: Compare Fractions and Decimals using Inequality Symbols
714
www.ck12.org
Explore More
Directions: Write the following values in order from least to greatest.

1.
2.
3.
4.
5.
6.
7.
8.
9.
1
16
100 , .27, 53%, 5
99
9
100 , .30, 68%, 10
18
10
100 , .99, 87%, 20
1
88
100 , .18, 23%, 5
93
1
100 , .98, 6%, 2
77
2
100 , .37, 93%, 5
12
1
100 , .76, 13%, 3
4
9
100 , .2, 67%, 5
88
2
100 , .29, 35%, 10
Directions: Compare the following pairs of fractions using <,>or =.

10.
11.
12.
13.
14.
15.
6
7 and 35%
3
4 and 75%
1
2 and 55%
9
10 and 25%
1
4 and 25%
1
5 and 15%
715
8.17. Percent of a Number
www.ck12.org
8.17 Percent of a Number

Here youll learn to find the percent of a number.
Remember Sam and the floor? Well, after finishing her sweeping, Sam had to mop the floor. Here is what she
discovered about cleaning fluid.
Sam is surprised that it takes so much cleaning fluid to mop the floor. Now it is a big floor, but after Sam finishes
mopping, she discovers that she has used 25% of the 20 gallons of fluid.
How many gallons of fluid are left?
To answer this question, you will need to know how to find the percent of a number.
Pay attention to this Concept and you will know how to calculate the answer at the end of it.
Guidance
Percents are found in real life all around us. We work with percents every day. In fact, they are so common that
sometimes we dont even realize that we are using them. This Concept takes what we have learned about percents
and applies it in some different real world situations. Lets begin by learning how to find the percent of a number.
We can find the percent of another number. When we find the percent of a number, we want to figure out what part
of the number is equal to the amount of the percent.
What is 10% of 25?
This is an example where we are looking for the percent of a number. We want to figure out 10% of 25. Said
another way, we want to find a part of 25 that is the same as ten percent.
How can we figure out this problem?
We can figure out the percent of a number in two different ways. One is to use a proportion and one is to use key
words and multiplication. Lets look at using a proportion first.
How can we find the percent of a number using a proportion?
Remember that a proportion is created when two ratios are equal. We can compare the percent out of 100 with a part
of another number. We know that we need to find 10% of 25. The percent is out of 100 so we can write our first
ratio by changing 10% into a fraction.
10% =
10
100
Next, we change the 25 into a proportion. Now we are looking for what part of 25 is equal to 10%, so that is going
to be what we need to find out of 25. Here is what it looks like.
x
25
Our proportion is
716
10
100
x
25 .
www.ck12.org
Thats correct! We solve the proportion to find our answer. Do you remember how to solve the proportion?
We can do this by using cross products.
Next, we can write an equation.
100x = 250
717
www.ck12.org
To solve this equation, we have to think "What times 100 is equal to 250?" We could also use the inverse
operation of "times 100", and divide 250 by 100.
x = 250 100
250 100 = 250. = 2.5
Our answer is 2.5

Lets review the steps of using a proportion!!
We can also use key words and multiplication to find the percent of a number.
What is 10% of 25?
First, we look for any key words that mean an operation. The word OF means multiplication, so we are
going to use multiplication to find an answer. Next, we turn 10% into a decimal.
10% = .10
We are looking for 10% of 25, so we multiply the decimal .10 times 25 to find our answer.
25
.10
00
+ 25
250
718
www.ck12.org
Finally we put the decimal point into our product. We have two decimal places in .10 so we put it in two places
counting from right to left.
Our answer is 2.5.
Notice that our answers are the same!! You can use either way to find the correct answer!!
It is time for you to practice a few of these on your own.
Example A
What is 10% of 54?

Solution: 5.4
Example B
What is 25% of 80?

Solution: 20
Example C
What is 5% of 78?
Solution: 3.9 which could be rounded to 4
Remember Sam and the cleaning fluid? Here is the original problem once again.
Sam is surprised that it takes so much cleaning fluid to mop the floor. Now it is a big floor, but after Sam finishes
mopping, she discovers that she has used 25% of the 20 gallons of fluid.
How many gallons of fluid are left?
To solve this problem, Sam will need to find 25% of 20. Here is how we can set up the problem.
What is 25% of 20?
First, we convert the percent to a decimal.
25% = .25
Now we multiply .25 20.
Our answer is 5. Which means that 5 gallons were used.
How much is left?
We can subtract 5 from 20.
If Sam used 25% of 20 gallons, then she used 5 gallons, so there are 15 gallons of cleaning fluid left.
Guided Practice

What is 15% of 200?
Answer
To figure this out, we change 15% to a decimal by moving the decimal point.
719
www.ck12.org
15% becomes .15

Next, we multiply .15 times 200.
Our answer is 30.
Video Review
MEDIA
Khan Academy Finding a Percent

Explore More
Directions: Find the percent of each number.

1. What is 2% of 10?
3. What is 10% of 30?
4. What is 25% of 18?
5. What is 20% of 36?
6. What is 11% of 40?
8. What is 15% of 45?
9. What is 20% of 100?
10. What is 25% of 250?
11. What is 4% of 60?
12. What is 5% of 85?
13. What is 2% of 18?
14. What is 15.5% of 90?
15. What is 20.5% of 70?
720
www.ck12.org
8.18 Prices Involving Discounts

Here youll learn to find prices involving discounts.
Have you ever shopped at a sale? Take a look at this dilemma.
The supermarket is having a special discount day in honor of its one year anniversary. On Saturday, discount day
will begin and every customer will receive 15% off of his/her total order. Saturday, the store is full of customers.
There are free balloons being given out to the children along with coffee and donuts for the parents. Everyone is in
a terrific mood and business is booming. Many people are making large purchases. Mr. Kemp is excited to see how
much business the store is getting, but at the same time he cant help thinking about the profit he is losing by offering
the 15% discount. Mr. Kemp peers over the service desk to hear one of the girls at the cash register say, Well, your
total is $345.00 before the discount. Then the girl showed the customer her new total. The customer paid and left,
smiling to Mr. Kemp as she passed by.
If this is the total before the discount, how much did the customer end up paying? How much money did the store
lose by offering such a discount?
You will learn how to figure out this problem in this Concept about discounts.
Guidance
Figuring out a discount is a time when we use a percent in a real life situation. A discount is an amount of money
that is taken off of the original price. Think about shopping! We use discounts all the time when we shop. In fact,
we often use mental math to figure out a discount.
We can find a discount and then a final price of the item we are purchasing. This involves two steps.
1. Figure out the amount of the discount
2. Subtract that amount from the original price
How do we figure out the amount of a discount?
Tracy went shopping for a new pair of sneakers. She chose a pair of blue ones that were $58.00. The sign said that
they were 15% off of the original price. What is the amount of the discount? How much did Tracy end up paying
for the sneakers?
Our first step is to figure out the amount of the discount.
We need to find 15% of 58.
721
8.18. Prices Involving Discounts
www.ck12.org
Good question! The original price of the sneakers is $58.00. The percent of the discount is 15%, so we can
write that we need to find 15% of 58. That will give us the amount of money that Tracy did not have to pay.
Lets multiply to find the amount of the discount.
15% of 58 = 58
.15
290
+ 58
8.70
The amount of the discount is $8.70. Now we can subtract the amount of the discount from the original sales
price and we will know how much Tracy paid for the sneakers.
58.00
8.70
$49.30
Tracy paid $49.30 for the sneakers.
Figure these out on your own. First figure out the amount of the discount, then figure out the new price.
Example A
If a $50.00 shirt is 25% off, how much would you pay for the shirt?
Solution: $37.50
Example B
If a video game that usually costs $45.50 is 30% off, how much would you pay for the game?
Solution: $31.85
722
www.ck12.org
Example C
What was the amount of the discount on the video game?

Solution: $13.65
Mr. Kemp is having a difficult time thinking about all of the money that he is losing by offering discount day at the
grocery store. Here is the original problem.
The supermarket is having a special discount day in honor of its one year anniversary. On Saturday, discount day
will begin and every customer will receive 15% off of his/her total order.
Saturday, the store is full of customers. There are free balloons being given out to the children along with coffee and
donuts for the parents. Everyone is in a terrific mood and business is booming.
Many people are making large purchases. Mr. Kemp is excited to see how much business the store is getting, but at
the same time he cant help thinking about the profit he is losing by offering the 15% discount.
Mr. Kemp peers over the service desk to hear one of the girls at the cash register say, Well, your total is $345.00
before the discount. Then the girl showed the customer her new total. The customer paid and left, smiling to Mr.
Kemp as she passed by.
If this is the total before the discount, how much did the customer end up paying? How much money did the store
lose by offering such a discount?
There are two questions to answer in solving this problem. First, we need to figure out the amount of the
discount given the total and the 15% off.
345 .15 = $51.75
The discount is $51.75.
This is the amount that the store lost.
What did the customer end up paying?
To figure this out, we take the discount and subtract it from the original total.
345 - 51.75 = $293.25
WOW!! That customer saved a lot of money by shopping on discount day!
Guided Practice

Kara bought a new pair of sneakers. The original price of the sneakers was $65.50. There was a 15% discount on
the sneakers.
What was the amount of the discount? How much did Kara pay for the sneakers?
Answer
To begin, we have to figure out the amount of the discount. First, we change the percent of the discount to a decimal.
15% becomes .15
Next, we multiply by $65.50.
The amount of the discount was $9.83.
We can subtract that from the original price.
65.50 9.83 = 55.67
Kara spent $55.67 on the sneakers.
723
8.18. Prices Involving Discounts
www.ck12.org
Video Review
MEDIA
Khan Academy Finding Full Price when you know the Discounted Price
Explore More
Directions: Calculate each new price based on the discount and the original price.
1. Original price: $19.95, discount 15%
724
www.ck12.org
8.19 Prices Involving Sales Tax

Here youll learn to find prices involving sales tax.
Remember Mr. Kemp and the discount at the supermarket?
Well, if you think back to the last Concept, the customer saved a lot of money by shopping on the big discount day.
In fact, the total cost for the customers groceries was $293.25.
However, that did not include a 5% sales tax.
Do you know what a sales tax is or how to calculate it?
This Concept is all about how to do just that. Pay close attention and you will be able to calculate the
customers total cost including sales tax at the end of the Concept.
Guidance
When we figured out a price with a discount, we subtracted because a discount is an amount taken off of an original
price. Sales tax is just the opposite!
What is sales tax?
Sales tax is an amount that is added to a price. Many states have sales tax. When you shop in those states, you have
to add a sales tax to your total. Sales tax is a percentage.
How can we calculate a price that includes sales tax?
First, we figure out the amount of the sales tax. Then we add that to the original price to figure out the new
price.
The state of Maine has a sales tax of 5%. If you purchased a book for $25.00, how much would you pay for the book
if you bought it in Maine?
First, we figure out the amount of sales tax for a $25.00 book. We need to find 5% of 25. We change 5% to a
decimal, .05, and then multiply.
25
.05
1.25
The amount of sales tax is $1.25. Now, because this is sales tax, we need to add this amount to our original
price.
$25.00
+ 1.25
$26.25
We would pay $26.25 for the book in the state of Maine.
Try a few of these on your own. Figure out the sales tax and then add it to the original price for a new total.
725
8.19. Prices Involving Sales Tax
www.ck12.org
Example A
What would you pay for a $35.00 book if the sales tax is 5%?
Solution: $36.75
Example B
What would you pay for a $99.00 a night hotel room if the sales tax is 7%?
Solution: $105.93
Example C
What is the cost of a $42.50 item with a 2% sales tax

Solution: $43.35
Back to the supermarket. Here is the original problem once again.
Well, if you think back to the last Concept, the customer saved a lot of money by shopping on the big discount day.
In fact, the total cost for the customers groceries was $293.25.
However, that did not include a 5% sales tax.
Do you know what a sales tax is or how to calculate it?
First, we have to figure out what the sales tax would be on $293.25. We do this by multiplying.
293.25 x 5%
To make the math simpler, we can convert the percent to a decimal.
5% becomes .05
Now we multiply.
293.25 x .05 = 14.6625
We can say 14.66.
Now we add that to the original total cost.
293.25 + 14.66 = $307.91
This is what the customer paid for the groceries.
Guided Practice

Kelly and Jack bought tickets to the opera. Each ticket cost $45.00 and there was an 8% sales tax on the total order.
What did Kelly and Jack spend for their opera tickets?
Answer
To figure this out, we must first realize that we are purchasing two tickets and not one.
$90.00 is the cost for two tickets.
Next, we figure out the sales tax by multiplying. Dont forget to convert the percent to a decimal.
90 .08 = $7.20
726
www.ck12.org
Next, we add that to the cost for two tickets.

90.00 + 7.20 = $97.20
This is what Kelly and Jack spent on their tickets.
Video Review
MEDIA
James Sousa: Example 4: Percent Application Problem

Explore More
Directions: Calculate the total amount paid including sales tax if the sales tax is 4%.
1. Total: $56.75
2. Total: $43.25
3. Total: $65.00
4. Total: $25.50
5. Total: $18.75
6. Total: $59.00
7. Total: $21.50
8. Total: $44.50
9. Total: $125.50
10. Total: $430.00
11. Total: $890.50
12. Total: $998.35
13. Total: $2,356.75
14. Total: $3005.50
15. Total: $5678.25
727
8.20. Tip Estimation
www.ck12.org
8.20 Tip Estimation

Here youll learn to estimate tips.
Have you ever ordered lunch and wondered what to tip a waiter or waitress? Well, look at what happened to Sam
and Kaitlin.
Sam and Kaitlin went to a small diner for lunch. They had an hour break from work at the supermarket and so it was
the perfect time to get a bite to each.
Sam had a grilled cheese sandwich with fries, and Kaitlin had soup and half a turkey sandwich.
Their total bill was $12.90.
Sam and Kaitlin werent sure how much to tip the waitress. Do you know?
This Concept is all about how to calculate and estimate tips. By the end of it, you will know how to help them
with this dilemma.
Guidance
When you eat in a restaurant, you usually pay a tip to the server. A tip is a percent of the cost of the meal. It is
also called a gratuity.
When ordering out, you can use estimation to figure out the tip for the server. It is customary to give the server 15%
of the total of the meal.
You can use what you have learned about percents to estimate tips.
John ate out for lunch. His total bill came to $12.00. How much should he tip the server?
How can we figure this out?
We know that we need to find approximately 15% of $12.00. 15% is between 10% and 20%. It is easy to find 10%
because we can multiply by .10 or move the decimal point one place to the left in the total.
This would mean that 10% of $12.00 is $1.20. If 10% of $12.00 is 1.20, then 20% is 2.40.
We want to choose a number between these two amounts for 15%.
A reasonable estimate would be $1.75 or $2.00.Sometimes people find it easier to calculate 20% using mental math
so they often give the server a larger tip because it is easier to figure out!
Now it is your turn. Estimate the following tips.
Example A
A tip on $25.00
Solution: $3.50 - $3.75
Example B
A tip on $18.00
Solution: $2.50 - $3.00
728
www.ck12.org
Example C
A tip on $36.50
Solution: $5.50 - $6.00
Now back to Sam and Kaitlin and lunch at the diner. Here is the original problem once again.
Sam and Kaitlin went to a small diner for lunch. They had an hour break from work at the supermarket and so it was
the perfect time to get a bite to each.
Sam had a grilled cheese sandwich with fries, and Kaitlin had soup and half a turkey sandwich.
Their total bill was $12.90.
Sam and Kaitlin werent sure how much to tip the waitress.
To estimate this tip, we can first round up to the nearest whole dollar.
$12.90 rounds up to $13.00.
To tip 15%, we can estimate that 10% is $1.30 and then estimate half of that.
Our answer is $2.00. This is a reasonable tip.
Guided Practice

Kelly went to lunch. Her total bill was $29.85. What should she tip the waiter?
Answer
To do this, we can first round the bill up to the nearest whole number.
$29.85 rounds up to $30.00
Next we can use mental math to take 10% of that number and then half of that gets us to 15%.
Video Review
MEDIA
Khan Academy: Rounding to Estimate Sums

http://www.mathplayground.com/howto_percentwp.html - This is a math playground video on how to estimate tips.
Explore More
Directions: Estimate the following tips.

729
8.20. Tip Estimation

1. A tip on $10.00
2. A tip on $18.00
3. A tip on $25.00
4. A tip on $30.00
5. A tip on $15.00
6. A tip on $47.00
7. A tip on $89.00
8. A tip on $121.00
9. A tip on $135.00
10. A tip on $112.50
11. A tip on $127.75
12. A tip on $135.50
13. A tip on $97.78
14. A tip on $88.67
15. A tip on $99.20
730
www.ck12.org
www.ck12.org
8.21 Simple Interest

Here youll learn to find amounts involving simple interest.
Have you ever needed to take a loan to make a large purchase? Kevin is looking at doing just that.
Kevin has been gotten a job at the supermarket. He knows that over the next few months he will make enough money
to purchase a new bike. The bike that Kevin is interested in costs $300.00. The man at the bike store told Kevin that
he could get a loan for the bike with 2% annual interest.
If it takes Kevin 3 years to pay off the loan, how much interest will he have to pay?
This Concept will teach you how to calculate simple interest. At the end, you will know how to figure out this
amount.
Guidance
Interest is another amount that is ADDED to a total. You hear the word interest when talking about borrowing
money. When someone borrows money from the bank, the bank charges them a small percent of the amount that the
person borrowed for each period of time that they have the money. The percent is often calculated annually or per
year. In this way, the bank says, We will loan you this money, but until you pay it back, you must pay us for
each month or year that you have it.
How can we calculate interest?
There are three main things that you need to know to calculate interest. You need to know the amount that was
borrowed or the principal, the rate or the percentage the bank is charging to loan the money, and the time that you
are keeping the money.
Here is a formula we can use to calculate interest.
I = prt
Interest = principal rate time
We take the principal, multiply it with the rate, and multiply that with the length of time that the money has
been borrowed, to find the interest.
731
8.21. Simple Interest
www.ck12.org
Carrie borrowed $500.00 from the bank. The bank charges 5% interest annually. If it takes Carrie 1 year to pay back
the money, how much interest will she pay?
To figure this out, lets use our formula.
I = prt
The principal is $500.00.
The rate is 5% = .05
The time is 1 year.
I = (500)(.05)(1)
500
.05
25.00
Carrie will pay $25.00 in interest.
What if it had been 3 years before she had paid back the money? If this was the case, we would have used this
formula.
I = (500)(.05)(3)
I = (25.00)(3)
I = $75.00
Carrie would have paid $75.00 in interest.
732
www.ck12.org
Example A
Mark borrowed $250.00 at 4% for 3 years. How much interest did he pay?
Solution: $30.00
Example B
Kris borrowed $300.00 at 2% for 2 years. How much interest did he pay?
Solution: $12.00
Example C
Carmen has $1200.00 in her savings account at 3% interest. In two years, how much interest will she accrue?
Solution: $72.00
Now back to the original problem once again.
Kevin has been gotten a job at the supermarket. He knows that over the next few months he will make enough money
to purchase a new bike. The bike that Kevin is interested in costs $300.00. The man at the bike store told Kevin that
he could get a loan for the bike with 2% annual interest.
If it takes Kevin 3 years to pay off the loan, how much interest will he have to pay?
To calculate the interest, we can use the formula that was introduced in the Concept.
I = prt
Next, we substitute in the given values.
I = (300)(.02)(3)
I = 18
Kevin will pay $18.00 in interest.
Guided Practice

Kelly saved $2500.00 in her savings account. Her annual interest rate was 3.5%. In four years, how much interest
will Kellys account accrue?
Answer
To figure this out, we use the formula for finding simple interest.
I = prt
I = (2500)(.035)(4)
I = 350
Kellys account will accrue $350.00 in interest.
Video Review
733
8.21. Simple Interest
www.ck12.org
MEDIA
Khan Academy: Introduction to Interest

Explore More
Directions: Find the simple interest on each amount.

1. $500.00 at 4% for 2 years
2. $200.00 at 5% for 3 years
3. $5000.00 at 2% for 2 years
4. $600.00 at 10% for 1 year
5. $1200.00 at 4% for 2 years
6. $1500.00 at 3% for 1 year
7. $2300.00 at 2% for 2 years
8. $500.00 at 4% for 2 years
9. $2500.00 at 5% for 5 years
10. $1500.00 at 11% for 2 years
11. $3500 at 3% for 5 years
12. $3500 at 4% for 15 years
13. $13,000 at 4.5% for 6 years
14. $23,000 at 3.5% for 10 years
15. $50,000 at 2.5% for 20 years
734
www.ck12.org
8.22 Problem Solving Plan, Proportions

Here youll learn to use the problem solving strategy: use a proportion.
Have you ever studied frogs?
Tim loves to read about frogs. While his Mom was grocery shopping, Tim caught sight of a magazine all about
frogs. He couldnt help picking it up and was glad that he had a few dollars in his pocket to buy the magazine. When
Tim got to the car, he was amazed to read that a frog can jump twenty times its body length. That means if a frog is
three inches long, it can jump 20 times that far: 5 feet!
3 20 = 60 inches or 5 feet
Mom, listen to this, Tim exclaimed, as he shared his findings.
Wow Tim, I didnt know that. You are four feet tall, how far could you jump if you could jump like a frog? Tim
stopped to think. He wasnt sure he knew how to figure that out, but he was sure that proportions would be a part of
it.
Do you know how to figure this out? Use the information in this Concept to help Tim hop like a frog.
Guidance
This Concept focuses on using a proportion to solve a problem. To use a proportion to solve a problem certain
criteria must be present. If these criteria are not present, you cant use a proportion to solve the problem.
What information needs to be present in a problem to solve it using a proportion?
To use a proportion in a problem, the problem must have information that is being compared. It must also
have the same information in both groups. If you think about this it makes perfect sense. A proportion compares
two equal ratios-if the information in the problem is different, then two different things are being compared and they
are not equal.
A cheetah can run 75 miles per hour. If you could run three times as fast as a cheetah, how fast would you be able to
run?
735
8.22. Problem Solving Plan, Proportions
www.ck12.org
This problem compares the same quantities. It compares the cheetahs speed per hour and the persons speed
per hour. Here is a proportion showing the comparison.
cheetah0 s speed
Person0 s speed
=
number o f hours number o f hours
When you look at these two comparisons, you can see that we are comparing speed with speed. We can use a
proportion to solve this problem.
Sometimes you have a problem where you cant use a proportion.
A car travels 55 miles in two hours. A bus travels 85 kilometers in two hours. Which vehicle traveled a farther
distance?
In this problem our units are not the same. We are comparing hours with hours, but we are comparing
miles with kilometers, so the units are different. We could not use a proportion to solve this problem without
converting the units first.
Lets apply a proportion and use it to solve the cheetah problem.
A cheetah can run 75 miles per hour. If you could run three times as fast as a cheetah, how fast would you be able to
run?
We already wrote the proportion to show what is being compared in this problem. Here is the proportion.
cheetah0 s speed
Person0 s speed
=
number o f hours number o f hours
Our next step is to take the data and fill it into the proportion.
75 x
=
1
3
Here we wrote in that the cheetah runs 75 miles per hour. Per means "divided by", and "hour" refers to only one, so
we use one as our denominator and 75 as the speed in the numerator. The person runs three times as fast, so he or
she would go as far in 1 hour as a cheetah would in 3 hours. We put 3 in for the denominator. We multiplied the
denominator by 3, so the numerator becomes 3(75), and we will use a variable for the persons speed because we
dont know what it is yet.
Next we solve the proportion using cross products.
x = 75(3)
x = 225 mph
736
www.ck12.org
If a person ran three times as fast as a cheetah, he or she would run 225 mph. That is very fast indeed!!
Now you can try a few on your own. Solve each problem by using proportions.
Example A
If you could run twice as fast as a cheetah, how fast could you run?
Solution: 150 mph
Example B
If you could run half as fast as a cheetah, how fast could you run?
Solution: 37.5 mph
Example C
If you could run four times as fast as a cheetah, how fast could you run?
Solution: 300 mph
Ready? Using what you have just learned, you should be ready to help Tim figure out his frog dilemma. Here is the
problem once again.
Tim loves to read about frogs. While his Mom was grocery shopping, Tim caught sight of a magazine all about
frogs. He couldnt help picking it up and was glad that he had a few dollars in his pocket to buy the magazine. When
Tim got to the car, he was amazed to read that a frog can jump twenty times its body length. That means if a frog is
three inches long, it can jump 20 times that far: 5 feet!
3 20 = 60 inches or 5 feet
Mom, listen to this, Tim exclaimed, as he shared his findings.
Wow Tim, I didnt know that. You are four feet tall, how far could you jump if you could jump like a frog?
737
www.ck12.org
Tim stopped to think. He wasnt sure he knew how to figure this out, but he was sure that proportions would be a
part of it.
To start with, lets write a proportion to compare the frogs length and its jump to Tims height and his jump.
f rog length Tim0 s height

=
f rog jump
Tim0 s jump
Now that we have the proportion, we can fill in the information that we know.
4ft
300
=
00
60
x
Oh, here is our first problem. The frog is in inches and Tims height is in feet. Lets change 4 ft to inches.
4 12 = 48
Now we can solve for the variable which is how far Tim will jump. We do this by solving the proportion.
300
4800
=
6000
x
3x = 2880
x = 96000
We divided 2880 by three and got 960 inches as our answer. Now we can convert this to feet to show how far
Tim jumped.
80
12)960
If Tim were a frog he could jump 80 feet. If you enjoyed this problem, check out If You Hopped Like a Frog
by David M. Schwartz-a great picture book of proportions.
Guided Practice

Use a proportion to solve the following problem.
If a person can run 3 miles in 20 minutes, how long will it take the same person to run 12 miles if it is at the same
rate?
Answer
In this problem, we are comparing miles and time. That is our ratio. Lets set it up.
miles
time
miles
time
Next we fill in the given information.

3
20
12
x
Now we cross multiply and solve.

738
www.ck12.org
3x = 240
x = 80
The person would run 12 miles in 80 minutes.
Video Review
MEDIA
Khan Academy, Understanding Proportions
MEDIA
James Sousa, Applications Using Proportions

Explore More
Directions: Solve each word problem by using a proportion.

1. In a diagram for the new garden, one inch is equal to 3 feet. If this is the case, how many feet is the actual garden
edge if the measurement on the diagram is 5 inches?
2. If two inches on a map are equal to three miles, how many miles are represented by four inches?
3. If eight inches on a map are equal to ten miles, how many miles are 16 inches equal to?
4. Casey drew a design for bedroom. On the picture, she used one inch to represent five feet. If her bedroom wall is
ten feet long, how many inches will Casey draw on her diagram to represent this measurement?
5. If two inches are equal to twelve feet, how many inches would be equal to 36 feet?
6. If four inches are equal to sixteen feet, how many feet are two inches equal to?
7. The carpenter chose a scale of 6 for every twelve feet. Given this measurement, how many feet would be
represented by 3?
8. If 9 inches are equal to 27 feet, how many feet are equal to three inches?
9. If four inches are equal to 8 feet, how many feet are equal to two inches?
10. If six inches are equal to ten feet, how many inches are five feet equal to?
11. If four inches are equal to twelve feet, how many inches are equal to six feet?
739
www.ck12.org
12. For every 20 feet of fence, John drew 10 inches on his plan. If the real fence is only 5 feet long, how many
inches will John draw on his plan?
13. If eight inches are equal to twelve feet, how many inches are equal to six feet?
14. How many inches are equal to 20 feet if 4 inches are equal to 10 feet?
15. How many inches are equal to 8 feet if six inches are equal to 16 feet?
16. Nine inches are equal to twelve feet, so how many inches are equal to 4 feet?
17. If a person runs two miles in twelve minutes, how long will it take them to run 4 miles at the same rate?
18. A person runs 1 mile in 16 minutes. Given this information, how long will it take him/her to run 3 miles?
19. If a person runs two miles in twenty minutes, at what rate does he/she run one mile?
Summary
Having completed this chapter, students are now ready to move on to Chapter Nine. Each Concept has provided
students with an opportunity to engage and practice skills in many Concepts including identifying and writing
ratios, identifying and writing proportions, and applications with percents, including rates, solving proportions,
scale drawings, finding the percent of a number, and using a proportion in a problem solving strategy.
740
www.ck12.org
Chapter 9. Geometric Figures
C HAPTER
Geometric Figures
Chapter Outline
9.1
BASIC G EOMETRIC D EFINITIONS
9.2
I NTERSECTING AND PARALLEL L INES
9.3
I DENTIFICATION OF A NGLES BY V ERTEX AND R AY
9.4
A NGLE M EASUREMENT
9.5
A NGLE C LASSIFICATION
9.6
S UPPLEMENTARY AND C OMPLEMENTARY A NGLE PAIRS
9.7
T RIANGLE C LASSIFICATION BY A NGLES
9.8
T RIANGLE C LASSIFICATION BY S IDE L ENGTHS
9.9
A NGLE M EASURES IN G IVEN T RIANGLES
9.10
Q UADRILATERAL C LASSIFICATION
9.11
A NGLE M EASURES IN G IVEN Q UADRILATERALS
9.12
P OLYGON C LASSIFICATION
9.13
R EGULAR AND I RREGULAR P OLYGONS
9.14
R ELATION OF P OLYGON S IDES TO A NGLES AND D IAGONALS
9.15
T RIANGLE I DENTIFICATION AS S IMILAR , C ONGRUENT, OR N EITHER
9.16
C ORRESPONDING PARTS OF C ONGRUENT F IGURES
9.17
C ORRESPONDING PARTS OF S IMILAR F IGURES
9.18
U NKNOWN M EASURES OF S IMILAR F IGURES
9.19
I NDIRECT M EASUREMENT
9.20
L INES OF S YMMETRY
9.21
N UMBER PATTERNS
9.22
V ENN D IAGRAMS
Introduction
situations, examples, guided practice and independent practice sections. In this ninth chapter, Geometric Figures,
students will engage in many Concepts including information about geometric figures, including geometry, angles,
triangles, quadrilaterals, polygons, congruent and similar figures, line symmetry, and problem solving using a Venn
diagram.
741
9.1. Basic Geometric Definitions
www.ck12.org
9.1 Basic Geometric Definitions

Here youll learn to identify points, rays, lines and segments.
Have you ever been to a skateboard park?
The sixth grade class is working on designing a skateboard park. In the lobby of the school, the following drawing
appeared. Cassie and James looked at the design on the way to gym class.
"This is going to be the best," Cassie commented.
"Yes, it will be great to just come to school to skateboard," James agreed.
"The lines for the soccer field have been drawn in," Cassie said.
"You mean "line segments", dont you?" James corrected.
"What do you mean by that?" Cassie responded.
What does James mean? Do you know the difference between a line segment and a line?
In this Concept, you will learn all about lines and line segments. At the end of the Concept, you will know
why James has made the statement that he has.
Guidance
Previously we worked with numbers and operations. In this Concept, we will begin working with the basics of
geometry.
Geometry is a part of mathematics concerned with questions of size, shape and position of figures and with their
location in space. This Concept is going to focus on some of the building blocks of geometry.
There are a lot of vocabulary words in this Concept. We use pictures, definitions and symbols to help us to understand
things in geometry. Keep your notebook handy to take notes during this Concept!
As we work with the geometric figures below, we will discuss three things about each. We will discuss the
description or definition, what the figure looks like and finally how to name it.
742
www.ck12.org
The first geometric figure to learn about is a point. A point is a definite place in space that doesnt have a size or
shape.
Here is point A plotted on the graph. Notice that the point does name a location, but it does not have a size or
shape.
We can name the point Point A. Naming a geometric figure is a way to identify it in a mathematical sentence.
Next, we can learn about a ray. Often we think of a ray of sunshine. A ray has an endpoint but extends in one
direction indefinitely. Here is a picture of a ray.
Notice that this ray has two points. It has one point, point A, that is the endpoint and one point, point B, which
is on the line.
To name the ray, we use the letters of the two points and a symbol. The symbol looks like a small ray that is
above the letters, AB.

Our third geometric figure is a line. We often think of a line as looking like this:
However, in geometry, this would be a line segment. A line segment has two endpoints. Because this line
segment does not have arrows on the ends, it means that the ends stop. A line segment is a set of connected
points, meaning that while we see a straight line segment here, it is really a whole bunch of connected points. Two
of the points on the line have been named. They are points A and B.
We can name this line segment by using a small line segment above the two endpoints. The symbol is the small
line segment AB. When you see this symbol, you know that you are working with a line segment.
If the drawing above is a line segment, what does a line look like?
743
www.ck12.org
A line has an arrow on each end. A line is also a set of connected points, but the line does not end, as indicated
by the arrows. A line goes on and on and on indefinitely. Two of the points have been named on the line. These are
the two points that we will use to name the line. The symbol for a line is a small line with arrows on the end. The
symbol goes above the named points on the line to name the line, CD.
Answer the following questions about geometric figures.
Example A
Which figure has two arrows on the ends?

Solution: A Line
Example B
is what kind of figure?

Solution: Line segment
Example C
is what kind of figure?

Solution: A Ray
Now back the skateboard park. Have you been paying attention? Here is the original problem once again.
The sixth grade class is working on designing a skateboard park. In the lobby of the school, the following drawing
appeared. Cassie and James looked at the design on the way to gym class.
"This is going to be the best," Cassie commented.
"Yes, it will be great to just come to school to skateboard," James agreed.
"The lines for the soccer field have been drawn in," Cassie said.
"You mean "line segments", dont you?" James corrected.
"What do you mean by that?" Cassie responded.
744
www.ck12.org
What does James mean? Do you know the difference between a line segment and a line?
When you think about James comment you have to think about the difference between a line and a line segment.
A line segment has definite endpoints, while a line does not have any endpoints.
In looking at the design of the school and specifically the soccer field, you can see that the lines of the soccer field
have definite end points. Therefore, the lines are considered line segments and not lines.
Guided Practice

Draw a ray, a line and a line segment. Be sure to use a ruler.
Answer
Here are three drawings that represent a ray, a line and a line segment. Be sure that your drawings are like these.
Then you can continue with the Concept.
Video Review
MEDIA
James Sousa, Points, Lines, and Planes

Explore More
Directions: Identify each of the following geometric figures.

1.
2.
3.
745

4.
Directions: Look at the following picture and then answer each question.
5. True or false. The vertical white lines of the structure can be considered line segments?
6. Is this figure mostly made of lines or line segments?
7. Explain your reason.
8. Are there any rays in the picture?
9. Explain your reason.
10. Can a building ever be made of lines?
11. Why or why not?
Directions: Define the following terms.
12. Line
13. Line Segment
14. Ray
15. Point
746
www.ck12.org
www.ck12.org
9.2 Intersecting and Parallel Lines

Here youll learn to identify intersecting and parallel lines.
Have you ever thought of designing your own skateboard park?
Marc and Isaac are working on a design for a new skateboard park. The city council of their town has agreed that
the skateboard park is in need of renovation. Marc and Isaac have offered to help draw some initial plans to present
at the next meeting. They are a little nervous about their design and about their presentation. Isaacs mom offers to
let them use some of her design paper and the two boys begin sketching their plan at the kitchen table.
It definitely needs more rails, Isaac says.
What is a rail? asks Isaacs mom who glances at the design over her sons shoulder.
You know Mom, the sides dont connect or cross, Isaac says.
Well, if that is what you want, your drawing is not accurate.
Isaac looks down at the drawing. His mom is right. The rails dont look correct.
To draw these rails, Isaac and Marc will need to understand the basics of Geometry. Pay attention to this
Concept and you will understand how to help them with their design at the end.
Guidance
Previously we worked on lines and line segments. When lines intersect, sometimes we need to describe how they do
so. Two of the descriptions are intersecting lines and parallel lines.
Intersecting lines are lines that cross at some point. You can think of an intersection in a pair of streets to help
you remember intersecting lines.
747
9.2. Intersecting and Parallel Lines
www.ck12.org
Here you can see that the streets of this highway intersect just as two intersecting lines intersect or cross. Here is an
example of intersecting lines that you would see in geometry.
The lines intersect or cross at one point. We call this point the point of intersection. Sometimes lines will intersect
with other lines at more than one point.
Parallel lines do not cross or intersect EVER. They are equidistant.
In the sport of gymnastics, gymnasts use parallel bars to perform. Notice that the parallel bars are two bars that do
not connect. They are an equal distance apart and will never cross or intersect.
Here is what parallel lines in geometry look like.
If we use a symbol for parallel lines, the symbol looks like this: AB k CD. This means that line AB is parallel
to line CD.
Identify which lines are parallel and which are intersecting in each picture.
Example A
Solution: Parallel lines

748
www.ck12.org
Example B
Solution: Intersecting lines
Example C
Solution: Intersecting lines and parallel lines

Now lets go back to the skateboard park.
Have you figured out what is wrong with Isaacs drawing? Think back to this Concept on geometry, reread
the problem and underline any important information.
Marc and Isaac are working on a design for a new skateboard park. The city council of their town has agreed that
the skateboard park is in need of renovation. Marc and Isaac have offered to help draw some initial plans to present
at the next meeting. They are a little nervous about their design and about their presentation. Isaacs mom offers to
let them use some of her design paper and the two boys began sketching their plan at the kitchen table.
It definitely needs more rails, Isaac says.
What is a rail? asks Isaacs mom, who glances at the design over her sons shoulder.
You know Mom, the sides dont connect or cross, Isaac says.
Well, if that is what you want, your drawing is not accurate.
749
www.ck12.org
Isaac looks down at the drawing. His mom is right. The rails dont look correct.
If Isaacs drawing is incorrect, then the rails in his drawing must not be parallel. Remember that parallel
lines do not connect or cross in any way. When Isaac describes the rails to his mom it is clear that he wants
them to be parallel. She says that his drawing is not accurate, so Isaac needs to redraw the rails and show
that they do not connect.
Guided Practice
Look at this picture. Is the pattern made of parallel lines or intersecting lines?
Answer
This is a tricky question. The white tiles are definitely parallel to the opposite sides, but the lines do join at the
corners with the brown square.
If you count the brown squares as part of the line, then they definitely do intersect.
If you dont count them, then the pattern is made up of parallel lines.
Many tile patterns are like this. Look around your home or school and you may find other patterns like this one.
Video Review
MEDIA
James Sousa, Points, Lines, and Planes

Explore More
Directions: Tell whether each picture shows parallel or intersecting lines.

750
www.ck12.org
1.
2.
3.
4.
751
www.ck12.org
Directions: Think about each example described below and determine whether the lines would be intersecting or
parallel.
5. Telephone wires
6. The yellow lines down a highway
7. Stitches on a sweater
8. The sides of a ramp
9. The tread on a stair
10. A spider web
11. A climbing web
12. The two sides of a trapeze
13. A trail in the mountains
Directions: Now go through a newspaper and find three examples of parallel lines and three examples of intersecting
lines. Be sure to check your work with a friend.
752
www.ck12.org
9.3 Identification of Angles by Vertex and Ray

Here youll learn to identify angles by vertex and ray.
Remember the skateboard park from the Intersecting and Parallel Lines Concept? Well, Cassie and James are talking
about angles now. Take a look.
"Look at the angles of the walkway," James pointed out to Cassie as they looked at the design.
"What do you mean?"
"Well, there are many different angles that are all formed by the walkways. Each walkway has a line, then a turn.
You see where the two lines meet, that is a vertex," James said.
"A what?"
"Boy, you need to pay attention in math class, then you would know the parts of an angle," James instructed.
Do you know the parts of an angle?
Pay attention and you will know them by the end of the Concept.
Guidance
An angle is one of the key geometric figures that you will be working with in geometry. An angle is created
when two rays connect at a common point.
You can see here that the two rays are connected at a common endpoint, called a vertex. This forms the angle. An
angle is named by points on the rays.
753
9.3. Identification of Angles by Vertex and Ray
www.ck12.org
This is angle ABC. The vertex B is always in the middle. The symbol for angle looks like a small angle. Here
is how we can name the angle.
ABC
Angle ABC is named with this symbol.
Name these two angles on your own. Be sure that the vertex is in the middle.
Example A
Solution: 6 DEF
Example B
Solution: 6 LMN
Example C
What is the point called where two rays meet in an angle?

Solution: Vertex
Now back to the angles with James and Cassie. Here is the original problem once again.
"Look at the angles of the walkway," James pointed out to Cassie as they looked at the design.
"What do you mean?"
"Well, there are many different angles that are all formed by the walkways. Each walkway has a line, then a turn.
You see where the two lines meet, that is a vertex," James said.
754
www.ck12.org
"A what?"
"Boy, you need to pay attention in math class, then you would know the parts of an angle," James instructed.
Do you know the parts of an angle?
By now, you should know the parts of an angle. Here is the answer.
An angle is formed when two rays meet at a common endpoint. This common endpoint is called the vertex.
Now James and Cassie can continue to look at the diagram of the school.
Guided Practice
Name the vertex and two rays of the following angle.

Answer
First, we can name the vertex of the angle. It is the point where the two rays meet.
The vertex is point E.
The two rays each start at the vertex and branch out.
The first one is ray ED. The second one is ray EF.
Video Review
MEDIA
Khan Academy: Introduction to Angles

Explore More
Directions: Draw a picture to illustrate each of the named geometric figures.
1. AB
2. CD
3. DE
755
9.3. Identification of Angles by Vertex and Ray

4. 6 ABC
5. 6 LMN
6. XY
7. PQ
8. GH
9. AB k DE
10. LM k DE
11. RS k TU
12. DF k XY
Directions: Define the following terms.
13. Ray
14. Line
15. Vertex
16. Line Segment
756
www.ck12.org
www.ck12.org
9.4 Angle Measurement

Here youll learn to draw angles using a protractor.
Angles are tricky things. Have you ever tried to measure or draw an angle?
Cassie is working with a protractor in math class. She has been assigned the task of drawing a 35 degree angle. She
is wondering if this angle will work for a ramp at the skateboard park. The trouble is that she isnt sure how to draw
one or what one will look like.
Do you know?
This Concept will teach you how to draw angles using a protractor. When finished, you will know what a 35
degree angle will look like.
Guidance
Previously we worked on naming angles using points on the rays and the vertex. We can also measure angles. If
you look at the two angles that you just named, you will see that they are different sizes. Angles are measured in
degrees. The larger the angle the higher the number of degrees.
How can we measure angles?

Angles are measured using a special tool called a protractor.
Here is a picture of a protractor.
757
9.4. Angle Measurement
www.ck12.org
Notice that you can see all of the degrees on the protractor.
How can we use a protractor?
1. First, you line up the vertex with the little hole in the middle of the protractor, then carefully align the bottom
ray with the bottom line of the protractor.
2. Then, you follow the top ray to the number of degrees that the angle measures.
Heres a few for you to try. Answer the following questions about angles.
Example A
How many degrees are in a straight line?

Solution: 180 degrees
Example B
If one ray of the angle is to the left of 90, is the angle less than 90 or greater than 90?
Solution: The angle is less than 90.
758
www.ck12.org
Example C
If an angle measures 120 degrees, is one of the rays to the left or right of 90?
Solution: To the right of 90
Remember Cassie and the angle? Here is the original problem once again.
Cassie is working with a protractor in math class. She has been assigned the task of drawing a 35 degree angle. She
is wondering if this angle will work for a ramp at the skateboard park. The trouble is that she isnt sure how to draw
one or what one will look like.
To draw an angle, first you have to draw a line segment that will serve as the bottom ray of the angle. Then you can
measure 35 degrees and here is what the angle will look like.
This angle is 35 degrees.
Guided Practice
Look at the following angles. Use a protractor to measure each angle.

Answer
First, line up your protractor to measure each angle. Be sure that the vertex is at 0. Then write down each number of
degrees.
1. 120 degrees
2. 180 degrees
3. 35 degrees
4. 90 degrees
Video Review
759
9.4. Angle Measurement
www.ck12.org
MEDIA
Khan Academy: Using a Protractor

Explore More
Directions: Draw the following angles. Be sure to use a protractor and check your work with a friend.
1. 180 degrees
2. 100 degrees
3. 90 degrees
4. 15 degrees
5. 20 degrees
6. 45 degrees
7. 60 degrees
8. 110 degrees
9. 25 degrees
10. 160 degrees
11. 180 degrees
12. 140 degrees
13. 42 degrees
14. 115 degrees
15. 173 degrees
760
www.ck12.org
9.5 Angle Classification

Here youll learn to classify angles as acute, right, obtuse or straight.
Have you ever had to get something approved?
Marc and Isaac finished their drawing on time and presented it to the city council. The city council loved their ideas,
but did not agree to rebuild the skateboard park in the park. Marc and Isaac were feeling very defeated when they
left the meeting.
When they got back to Isaacs house, there was a message from Principal Fuller at their school. It seems the school
has decided to move the soccer field to a bigger space across the street and the boys can submit the design for the
new skateboard park right at the school.
This is great! Marc says when he hears the news. Now we can ride before and after school.
Yes, but we have to redo our design, Isaac says. Lets get to work.
The space of the soccer field has been designated by the white lines on the map. To complete their design, the boys
will need to count all of the different angles on the map. This way they can figure out where the ramps are going to
go and where the rails will also go.
Do you know how to figure out which angles are which? How many right angles can you count? How many
180 degree angles? Use the information in this Concept to answer these questions.
Guidance
Previously we learned to identify different geometric figures and one of them was the angle. Remember that an
angle is formed when two rays connect at a single endpoint. You can measure an angle in degrees. When
measuring an angle, you are measuring the space between the two rays.
The arc represents the space of the angle that you are measuring. This angle is very small as you can see by the size
of the arc.
761
9.5. Angle Classification
www.ck12.org
This arc is very large. The space between the rays is large so the angle is large too.
We can classify or organize angles according to the size of the angle. Because we measure them in degrees,
the angle is classified according to the number of degrees that it has.
What types of angles are there?
1. Right Anglethe first type of angle is a right angle. It is an angle that is easy to recognize because it forms
a corner that is straight. Often with a right angle you will see a little box in the corner too.
The corner of this building forms a right angle. You can see buildings like this all the time in the real world.
It is an example of a right angle.
2. Acute Angle-an acute angle is an angle that is less than 90 degrees. Here is a picture of an acute angle.
762
www.ck12.org
Here is a picture of an acute angle. You can see that it has been labeled 45 to show that it is less than 90
degrees. An acute angle is smaller than a right angle.
3. Straight Angle-a straight angle is the same as a straight line. A straight line is equal to 180 . The angle of
a straight line stretches from one side of the line to the other side as indicated by the arc in this picture.
This bike path shows a very straight line in real life.

4. Obtuse angle-an obtuse angle is an angle that is greater than 90 degrees but less than 180 degrees. Here is
a picture of an obtuse angle.
This corner forms an obtuse angle. Even if we made a sharp corner from the rounded one, it would still be
greater than 90 degrees, but not a straight line, so it is less than 180 degrees.
Now it is time to try a few on your own. Identify the following angles as acute, obtuse, right or straight.
Example A
Solution: Acute
763
www.ck12.org
Example B
Solution: Right
Example C
Solution: Obtuse
Now it is time to reconsider this map and figure out where the different types of angle are located. Be sure to reread
the problem!!
Marc and Isaac finished their drawing on time and presented it to the city council. The city council loved their ideas,
but did not agree to rebuild the skateboard park in the park. Marc and Isaac were feeling very defeated when they
left the meeting.
When they got back to Isaacs house, there was a message from Principal Fuller at their school. It seems the school
has decided to move the soccer field to a bigger space across the street and the boys can submit the design for the
new skateboard park right at the school.
This is great! Marc says when he hears the news. Now we can ride before and after school.
Yes, but we have to redo our design, Isaac says. Lets get to work.
The space of the soccer field has been designated by the white lines on the map. To complete their design, the boys
will need to count all of the different angles on the map. This way they can figure out where the ramps are going to
go and where the rails will also go.
Do you know how to figure out which angles are which? How many right angles can you count? How many
180 degree angles?
764
www.ck12.org
By drawing arrows on the school map, we can see where all of the right angles are located. There are eight
right angles located on the outside border of the plan for the soccer field.
These are the angles of the skate park.
Guided Practice
Here is one for you to try on your own. Look at this picture.
Would you describe the panes of the window as acute, right or obtuse?
Answer
If you look at the panes, you can see that they form corners. These "corners" are a big hint as to what kind of angles
are present. The panes make up right angles. Right angles are 90 degrees.
Video Review
MEDIA
765
www.ck12.org
James Sousa, Introduction to Angles
MEDIA
James Sousa, Types of Angles

Explore More
Directions: Classify each angle as acute, right, obtuse or straight.

1.
2.
3.
4.
5. An angle measuring 88
766
www.ck12.org

767
9.6. Supplementary and Complementary Angle Pairs
www.ck12.org
9.6 Supplementary and Complementary Angle

Pairs
Here youll learn to classify angle pairs as supplementary or complementary.
Remember the skateboard park from the Angle Classification Concept? Well, the boys were looking at angles, but
they could have also looked at angle pairs. Look at the diagram once again.
Are there any supplementary or complementary angle pairs here?

To answer this question, you will need to know how to identify these angle pairs. You will learn that in this
Concept.
Guidance
Sometimes, we can have two angles that are a part of each other or are connected to each other. When we have this
happen, we call these two angles angle pairs.
Here we are looking at two special types of angle pairs, supplementary angles or complementary angles .
What are supplementary angles?
Supplementary angles are two angles whose sum is equal to 180 . In other words when we add the measure of
one angle in the pair with the other angle in the pair, together they equal 180 degrees.
These two angles are supplementary because together they form a straight line. We can also tell that they are
supplementary because when we add their angle measures the sum is equal to 180 degrees. 120 + 60 = 180
768
www.ck12.org
Here is a real life example of supplementary angles. Notice that the two street corners indicated by the arrows
are right angles. Two right angles are equal to 180 degrees. Therefore, this intersection is an example of
supplementary angles.
What are complementary angles?
Complementary angles are a pair of angles whose sum is 90 . Here is an example of a two complementary
angles.
If we add up the two angle measures, the sum is equal to 90 degrees. Therefore, the two angles are complementary.
You can find missing angle measures by using this information about supplementary and complementary
angles.
Find the measure of x.
First, we can identify that these two angles are supplementary. They form a straight line. The total number
of degrees in a straight line is 180. Therefore, we can write the following equation to solve.
130 + x = 180
x = 50
Our missing angle is equal to 50 .
Here the two angles are complementary. Therefore the sum of the two angles is equal to 90 degrees. We can
write an equation and solve for the missing angle measure.
75 + x = 90
x = 15
769
www.ck12.org
Our missing angle measure is equal to 50 .

It is time to practice. Write whether each pair is complementary or supplementary.
Example A
If the sum of the angles is equal to 180 degrees.

Solution: The angles are supplementary angles.
Example B
If one angle is 60 degrees and the other angle is 120 degrees.

Solution: The angles are supplementary angles.
Example C
If the sum of the angle measures is 90 degrees.

Solution: The angles are complementary.
Now lets go back and look at the original design of the skateboard park. Can you find any supplementary or
complementary angles?
By drawing arrows on the school map, we can see where all of the right angles are located. There are eight
right angles located on the outside border of the plan for the soccer field. Two of the pairs of right angles in
the middle of the field add together to form straight lines. Therefore, we can say that there are two pairs of
supplementary angles.
Isaac and Marc can use these angles to create the perfect design for the new school skatepark.
Guided Practice
Here is one for you to practice on your own.

Identify the following angle pairs as supplementary or complementary.
770
www.ck12.org
Answer
The sum of the first pair of angles is 180 degrees. Therefore, the angles are supplementary.
The sum of the second pair of angles is 90 degrees. Therefore, the angles are complementary.
Video Review
MEDIA
James Sousa, Introduction to Angles
MEDIA
James Sousa, Types of Angles

Explore More
Directions: Identify each angle pair as supplementary or complementary angles.

1.
771
www.ck12.org
2.
3.
4.
Directions: Use what you have learned about complementary and supplementary angles to answer the following
questions.
5. If two angles are complementary, then their sum is equal to _________ degrees.
6. If two angles are supplementary, then their sum is equal to ________ degrees.
7. True or false. If one angle is 120 , then the second angle must be equal to 90 for the angles to be supplementary.
8. True or false. If the angles are supplementary and one angle is equal to 100 , then the other angle must be equal
to 80 .
9. True or false. The sum of complementary angles is 180 .
10. True or false. The sum of supplementary angles is 90 .
Directions: Identify whether the angles are supplementary, complementary or neither based on the angle measures.
11. One angle is 50 degrees. The other angle is 130 degrees.
772
www.ck12.org
9.7 Triangle Classification by Angles

Here youll learn how to classify triangles by identifying angles.
Do you know about different types of triangles? Well, Cassie is learning all about them.
"As if protractors werent bad enough," Cassie complained sitting at the kitchen table.
"Whats the matter?" her brother Kyle asked.
"Well, look at this," Cassie said showing him the book. "I have to identify these triangles."
"Thats not so bad if you know what to look for," Kyle explained.
What is Kyle talking about? Cassie is puzzled about this.
But Kyle is right. There are things to look for when classifying triangles. Pay attention to this Concept and
you will know what Kyle is talking about by the end of it.
Guidance
This next Concept is all about triangles; the prefix tri means three-triangle means three angles.
When we classify a triangle according to its angles, we look at the angles inside the triangle. We will be using the
number of degrees in these angles to classify the triangle. Lets look at a picture of a triangle to explain.
Here is a triangle. We can look at the measure of each angle inside the triangle to figure out what kind of triangle it
is. There are four types of triangles based on angle measures.
773
9.7. Triangle Classification by Angles
www.ck12.org
What are the four kinds of triangles?

The first type of triangle is a right triangle . A right triangle is a triangle that has one right angle and two
acute angles. One of the angles in the triangle measures 90 and the other two angles are less than 90. Here is
a picture of a right triangle.
Can you figure out which angle is the 90 one just by looking at it?
Sure, you can see that the 90 degree angle is the one in the bottom left corner. You can even draw in the small box
to identify it as a 90 degree angle. If you look at the other two angles you cans see that those angles are less than 90
degrees and are acute.
Here we have one 90 angle and two 45 angles. We can find the sum of the three angles.
90 + 45 + 45 = 180
The sum of the three angles of a triangle is equal to 180 .
The second type of triangle is an equiangular triangle . If you look at the word equiangular you will see that
the word equal is right in the word. This means that all three of the angles in a equiangular triangle are
equal.
774
www.ck12.org
The three angles of this triangle are equal. This is an equiangular triangle.
In an equiangular triangle, all of the angle measures are the same. We know that the sum of the three angles
is equal to 90 , therefore, for all three angles to be equal, each angle must be equal to 60 .
60 + 60 + 60 = 180
The sum of the angles is equal to 180 .
The next type of triangle is an acute triangle . The definition of an acute triangle is in the name acute. All
three angles of the triangle are less than 90 degrees. Here is an example of an acute triangle.
All three of these angles measure less than 90 degrees.
33 + 80 + 67 = 180
The last type of triangle that we are going to learn about is called an obtuse triangle . An obtuse triangle has
one angle that is obtuse or greater than 90 and two angles that are less than 90 or are acute.
775
www.ck12.org
130 + 25 + 25 = 180
Now it is time to practice. Identify each type of triangle according to its angles.
Example A
A triangle with angles that are all 60 degrees is called _________________.

Solution: An Equiangular Triangle
Example B
A triangle with one angle that is 90 degrees is called _________________.

Solution: A Right Triangle
Example C
A triangle with one angle that is 120 degrees is called _______________.

Solution: An Obtuse Triangle
Now back to Cassie and the triangles. Here is the original problem once again.
"As if protractors werent bad enough," Cassie complained sitting at the kitchen table.
"Whats the matter?" her brother Kyle asked.
"Well, look at this," Cassie said showing him the book. "I have to identify these triangles."
"Thats not so bad if you know what to look for," Kyle explained.
What is Kyle talking about? Cassie is puzzled about this.
To identify each triangle by angles, Kyle knows that Cassie needs to look at the interior angles of each triangle. Lets
use the information that you just learned in this Concept to classify each triangle.
The first one has three angles less than 90, so this is an acute triangle.
The second one has one right angle, therefore it is a right triangle.
The third triangle has one angle greater than 90, so it is an obtuse triangle.
The last triangle has one angle greater than 90, so it is also an obtuse triangle.
776
www.ck12.org
Guided Practice

True or false. An acute triangle can also be an equiangular triangle.
Answer
This is true. Because all of the angles in an acute triangle are less than 90 and all of the angles in an equiangular
triangle are 60 degrees, an acute triangle can also be an equiangular triangle.
Video Review
MEDIA
James Sousa, Angle Relationships and Types of Triangles
Explore More
Directions: Classify each triangle according to its angles.

1.
2.
3.
777
www.ck12.org
4.
5.
Directions: Classify the following triangle by looking at the sum of the angle measures.
6.
40 + 55 + 45 = 180
7.
20 + 135 + 25 = 180
8.
30 + 90 + 60 = 180
9.
60 + 60 + 60 = 180
10.
110 + 15 + 55 = 180
11.
105 + 65 + 10 = 180
778
www.ck12.org
12.
80 + 55 + 45 = 180
13.
70 + 45 + 65 = 180
14.
145 + 20 + 15 = 180
15.
60 + 80 + 40 = 180
779
9.8. Triangle Classification by Side Lengths
www.ck12.org
9.8 Triangle Classification by Side Lengths

Here youll learn to classify triangles by their side lengths.
Remember Cassie from the Triangle Classification by Angles Concept?
Cassie learned how to identify triangles according to angle measures. In this Concept, she is going to learn to identify
the same triangles according to side length. Take a look.
Here are the triangles that Cassie is going to identify according to side length.
This Concept will teach you how to classify triangles in this way. By the end of the Concept, you will know
how to help Cassie.
Guidance
Previously we worked on how to look inside the triangle at its angles to help classify a triangle. Well, we can also
look at the lengths of the sides to help us classify triangles.
No they arent the same. Lets look at how we can classify triangles according to side length.
The first triangle to think about is an equilateral triangle . An equilateral triangle has side lengths that are the
same. Lets look at an example.
780
www.ck12.org
These little lines let you know that the side lengths are the same. Sometimes you will see these and sometimes
you wont. You may have to figure it out on your own or by measuring with a ruler.
The second type of triangle is a scalene triangle . A scalene triangle is a triangle where the lengths of all three
sides are different. Here is an example of a scalene triangle.
Here you can see that all three sides of the triangle are different lengths. This is called a scalene triangle.
The third type of triangle is an isosceles triangle . An isosceles triangle has two side lengths that are the same
and one side length that is different. Here is an example of an isosceles triangle.
Classify these three triangles on your own. Classify them according to their side lengths.
Example A
Solution: Scalene triangle

781
9.8. Triangle Classification by Side Lengths
www.ck12.org
Example B
Solution: Equilateral triangle

Example C
Solution: Isosceles triangle

Remember Cassie? Here is the original problem once again.
Cassie learned how to identify triangles according to angle measures in the Triangle Classification by Angles
Concept. In this Concept, she is going to learn to identify the same triangles according to side length. Take a
look.
Here are the triangles that Cassie is going to identify according to side length.
Triangles 1, 2, and 4 all have three different side lengths. These are all scalene triangles.
Triangle 3 is an isosceles triangle because two of the side lengths are the same.
Guided Practice

782
www.ck12.org
Can this triangle be an isosceles triangle?

Side lengths, 6 cm, 4 cm, 6 cm
Angles 70, 70, 40 degrees
Answer
The angle measures given are helpful, but the side lengths are all that you need to determine whether or not this
triangle can be an isosceles triangle. Given that two of the side lengths are the same, it is indeed an isosceles
triangle.
Video Review
MEDIA
James Sousa, Angle Relationships and Types of Triangles

Explore More
Directions: Answer the following questions using what you have learned about triangles their angles and side
lengths.
1. If a triangle is a right triangle, then how many angles are acute?
2. How many angles in a right triangle are right angles?
3. How many degrees are there in a right triangle?
4. What is an obtuse angle?
5. How many obtuse angles are in an obtuse triangle?
6. If there is one obtuse angle, how many angles are acute?
7. If a triangle is equiangular, what is the measure of all three angles?
8. What does the word interior angle mean?
9. True or false. The side lengths of a scalene triangle are all equal.
10. True or false. The side lengths of a scalene triangle are all different.
11. True or false. The side lengths of an equilateral triangle are all equal.
12. True or false. An isosceles triangle has two side lengths the same and one different.
13. True or false. A scalene triangle can also be an isosceles triangle.
14. True or false. An equilateral triangle is also equiangular.
15. True or false. A scalene triangle can not be an acute triangle.
783
9.9. Angle Measures in Given Triangles
www.ck12.org
9.9 Angle Measures in Given Triangles

Here youll learn to find unknown angle measures in given triangles.
Have you ever heard of the Bermuda Triangle?
Isaac and Marc are continuing their work on their skate park. They are both fascinated by the Bermuda Triangle and
have decided to name one of the parts of their design after this triangle.
The Bermuda Triangle is located in an area of water right around Bermuda. There have been many mysteries
surrounding this area of the ocean. Many ships have been lost there as well!!
Since they love the idea of building a challenging rail, they have decided to name it the Bermuda Triangle. The
triangle will be connected to a ramp on each side of the triangle, so that students will come down the ramp onto the
rails. There they will either succeed or be lost at sea!
Marc drew the following picture of the triangle.
The triangle has three angles and the boys want to reproduce these angles in their structure. The first angle B is equal
to 62 , the second angle C is equal to 63 .
Marc cant remember the measure of angle A. He thinks there is a way to figure this out, but he cant remember what
it is. Do you know?
Pay attention in this Concept so you can help Marc figure this out. There is way to do it without looking up
the answer!!
784
www.ck12.org
Guidance
There are some problem solving aspects of working with triangles. Some of this consists of figuring out missing
angles, and some of it concerns drawing specified triangles. Angle measures are important in both of these topics.
The sum of the angles of a triangle is equal to 180 .
What happens if you know two but not all three of the measures of a triangle? How can you figure out the
measure of the missing angle?
What does this look like?
Now we can tell that this is a right triangle and that one of the angles is equal to 90 degrees. To figure out the measure
of the missing angle, we have used a variable to represent the unknown quantity. Here is our equation.
55 + 90 + x = 180
145 + x = 180
180 145 = x
x = 35 .
Our answer is 35 .
How can we draw a specific triangle?
We can draw a specific type of triangle using a ruler and a protractor. Remember in an earlier Concept that a
protractor is used to measure angles. We can use the protractor to figure out the measure of an angle and then draw
in the rest of the triangle with the ruler.
Draw an obtuse triangle.
Remember that an obtuse triangle has one angle that is greater than 90 degrees.
To draw an obtuse triangle, begin by drawing the obtuse angle. Use your protractor to measure an angle that is
greater than 90 degrees.
785
www.ck12.org
Here is a protractor where an angle that is 105 degrees has been drawn. We can call this an obtuse angle because it
is greater than 90 degrees but less than 180 degrees. Next, we can draw in the rest of the triangle using our ruler.
Here is our obtuse triangle.
Next we can draw an acute triangle. An acute triangle has all three angles that are smaller than 90 degrees.
We will need to be careful as we draw and measure this triangle. Lets begin with one angle.
The first angle that I have drawn here is 30 . I can draw in the other two angles by making sure that they are less
than 90 degrees.
786
www.ck12.org
Here is an acute triangle.

You can draw any type of triangle that you wish by using a protractor and a ruler.
Practice finding the missing angle in the following triangles.
Example A
Example B
Example C
A triangle with the following angles.
90 + 45 + x = 180
787
www.ck12.org
Now lets go back to the problem from the beginning of the Concept.
Marc drew the following picture of the triangle.
The triangle has three angles and the boys want to reproduce these angles in their structure. The first angle B is equal
to 62 , the second angle C is equal to 63 .
Marc cant remember the measure of angle A. He thinks there is a way to figure this out, but he cant remember what
it is.
The sum of the interior angles of a triangle is equal to 180 .
Marc knows the measure of two of the angles of the triangle. Therefore, he can write an equation to figure
out the measure of the third angle.
63 + 62 + x = 180
The variable x is used to represent the measure of angle A. Marc is working to find the measure of angle A.
125 + x = 180
180 125 = 55
The measure of Angle A is 55
Guided Practice

Look at the following angle sums. Figure out the measure of the missing angle.
25 + 45 + x = 180
Answer
To figure out the measure of the missing angle, we must first add up the measures of the two given angles.
788
www.ck12.org
25 + 45 = 70
Now we can subtract that measure from 180.
180 70 = 130
The measure of the missing angle is 130 degrees.
Video Review
MEDIA
James Sousa: Animation: The Sum of the Interior Angles of a Triangle - This video will provide you with important
information necessary for success in this Concept.
Explore More
Directions: Critical Thinking - Each question combines information about the angles and side lengths. Answer each
question carefully.
1. True or false. If a triangle is equiangular, it can also be equilateral.
2. True or false. A scalene triangle can not be an equilateral triangle.
3. True or false. The word equiangular applies to side lengths.
4. True or false. An isosceles triangle can be an obtuse or acute triangle.
5. A ___________________ is a tool used to measure angles.
6. A __________ angle is equal to 90 degrees.
7. A __________angle is equal to 180 degrees.
8. An ________ angle is less than 90 degrees.
9. An _________ angle is greater than 90 but less than 180 degrees.
10. The prefix tri means ______________.
11. How many angles are there in a triangle?
Directions: Look at each and determine the missing angle measure.
12.
20 + 70 + x = 180
789
www.ck12.org
13.
60 + 60 + x = 180
14.
90 + 15 + x = 180
15.
110 + 45 + x = 180
790
www.ck12.org
9.10 Quadrilateral Classification

Here youll learn to classify quadrilaterals by their angles and side lengths.
Do you know what a grind box is?
Isabelle is a friend of Marc and Isaacs at school. She overheard them talking at lunch about the skate park and is
excited to help. Isabelle has been skateboarding for a few years and loves the sport.
She is really good, Marc says to Isaac.
Yes, and she is coming over to help us, Isaac says.
He and Marc have a snack and soon the doorbell rings and it is Isabelle. She has brought her notebook and pencil.
Hi guys, I have a great idea for the grind box, Isabelle says, as Isaacs mom comes into the room.
What is a grind box? Isaacs mom asks.
Its a box designed for grinding and sliding tricks, Marc explains. We are going to design one today for our park.
We can probably build it ourselves, says Isabelle.
Isaacs Mom smiles and leaves the room. The three get to work. All is going well until they begin drawing the actual
grind box. All three of them have different ideas about the shape the box should be.
Here is Isaacs box.
Isabelle looks at the drawing and shakes her head.

Those wont work guys, the angles are all wrong. You have to have right angles to make this work. The box is only
a box if you use rectangles and squares in the design.
The angles are alright on this one, Isaac argues, looking at his design.
791
9.10. Quadrilateral Classification
www.ck12.org
No they arent. This is a parallelogram-the angles are not right angles and this box could fall over if you landed
incorrectly.
We have to design a grind box using squares and rectangles.
The angle thing makes sense, Marc says. but are you sure that only squares and rectangles will work?
Before Isabelle can answer, stop right there-this is where you come in. This Concept will teach you all about
quadrilaterals. By the end of the Concept, you will be able to answer this question yourself and help the trio
with their dilemma.
Guidance
Previously we learned all about triangles. In this Concept, you will learn about quadrilaterals. Lets begin by learning
about identifying a quadrilateral.
What is a quadrilateral?
A quadrilateral is a closed figure with four sides and four vertices. Remember that the vertex is a point where
line segments meet. The points where the sides of a quadrilateral meet are called the vertices (which is the plural
form of "vertex"). The prefix quad means four. You can always remember that a quadrilateral is a four sided figure
because of this prefix.
Each quadrilateral has four sides and four angles.
A quadrilateral has four angles. We can name the angles by using the angle symbol and the letter of each vertex.
Here we have 6 A, 6 B, 6 C, 6 D.
A quadrilateral also has four vertices. They are named by letter, A, B,C and D. Naming the quadrilateral uses a
small quadrilateral symbol and the four letters of the vertices, 2 ABCD.
A quadrilateral has four sides. The sides are named by the endpoints of each line segment. The sides are
AB, BD,CD, AC.
There are several different kinds of quadrilaterals. We can classify and identify quadrilaterals based on
angles and side lengths. While each four sided figure is a quadrilateral, sometimes there is a better name for
the figure. A name that is more specific can tell us things about the figure.
There are several different types of quadrilaterals. We can figure them out by looking at the relationship between the
sides of the quadrilateral and the angles.
Parallelogram a quadrilateral with opposite sides which are parallel and congruent.
792
www.ck12.org
Congruent is a word that you will see a lot in geometry. Congruent means exactly the same. In this case, a
parallelogram has opposite sides that are parallel and congruent meaning that they have the same length.
Here is a parallelogram.
What about the angles of a parallelogram?

Notice that the opposite angles in this parallelogram are the same. In this figure, one pair of angles is acute and one
pair of angles is obtuse. The arrows indicate the obtuse angles. The other two angles are acute. This is sometimes
true but not always. Lets look at a rectangle.
Rectangle is a parallelogram with four right angles. This means that a rectangle has opposite sides parallel and
congruent and it also has four right angles.
Square is a rectangle with four congruent sides and four right angles. Notice that the properties of a parallelogram applies to squares too.
Rhombus is a parallelogram with four congruent sides. Notice that a rhombus does not ALWAYS have right
angles like a square, but it does always have congruent sides.
793
www.ck12.org
Trapezoid is a parallelogram with one pair of opposite sides parallel. Here is an example of trapezoid. Notice
that this trapezoid has two acute angles and two obtuse angles. Be sure to check out the angles when you look at a
trapezoid.
Identify each of the following quadrilaterals. Be as specific as you can.
Example A
Solution: A square
794
www.ck12.org
Example B
Solution: A trapezoid
Example C
Solution: A parallelogram
Here is the original problem once again. Reread it and then see if you can answer the questions posed about the
shapes used in the box.
Isabelle is a friend of Marc and Isaacs at school. She overheard them talking at lunch about the skatepark and is
excited to help. Isabelle has been skateboarding for a few years and loves the sport.
She is really good, Marc says to Isaac.
Yes, and she is coming over to help us, Isaac says.
He and Marc have a snack and soon the doorbell rings and it is Isabelle. She has brought her notebook and pencil.
Hi guys, I have a great idea for the grind box, Isabelle says as Isaacs mom comes into the room.
What is a grind box? Isaacs mom asks.
Its a box designed for grinding and sliding tricks, Marc explains. We are going to design one today for our park.
We can probably build it ourselves, says Isabelle.
Isaacs Mom smiles and leaves the room. The three get to work. All is going well until they begin drawing the actual
grind box. All three of them have different ideas about the shape the box should be.
Here is Isaacs box.
Isabelle looks at the drawing and shakes her head.

Those wont work guys, the angles are all wrong. You have to have right angles to make this work. The box is only
a box if you use rectangles and squares in the design.
The angles are alright on this one, Isaac argues, looking at his design.
795
www.ck12.org
No they arent. This is a parallelogram-the angles are not right angles and this box could fall over if you landed
incorrectly.
We have to design a grind box using squares and rectangles.
The angle thing makes sense, Marc says. but are you sure that only squares and rectangles will work?
First, underline all of the important information.
Next, lets think about the characteristics of the three figures in the problem.
First, Isaac draws a grind box parallelogram which has opposite sides parallel and congruent. The sum of the angles
of a parallelogram equals 360 , but the angles are not necessarily right angles.
A rectangle and a square are also parallelograms, but they have angles that are 90 .
Isabelle is correct that a parallelogram might tip over because the angles are not right angles.
The grind box pictured uses squares and rectangles because of the stability of the right angle. Isabelle, Marc and
Isaac decide to build their grind box using squares and rectangles, that way they can be sure that it is a stable
construction.
Guided Practice

What is the name of the figure? Explain how you can be sure this is accurate.
Answer
This is a square.
The opposite sides are congruent and parallel. Two right angles have been identified meaning that the other two
angles are right angles as well.
Video Review
796
www.ck12.org
MEDIA
Khan Academy Quadrilateral Properties

Explore More
Directions: Look at each image and name the quadrilateral pictured.

1.
2.
3.
4.
797

5.
Directions: Name the geometric figure described below or answer each question.
6. Has four sides and four angles
7. Has one pair of opposite sides that are parallel
8. Has four right angles and four congruent sides
9. A parallelogram with four right angles.
10. A parallelogram with four congruent sides
11. Has four right angles
12. Has four sides
13. The word "parallel is part of its name
14. True or false. A parallelogram is also a square.
15. True or false. A square is also a rectangle.
798
www.ck12.org
www.ck12.org
9.11 Angle Measures in Given Quadrilaterals

Here youll learn to find unknown angle measures in given quadrilaterals.
Have you ever measured something and made a mistake that you couldnt figure out? Look at what happened to
Tara.
At the skateboard park, one of the designs for the grind box shows that it has a rectangular face. Tara has measured
the angles using a protractor, but something isnt right. Three of the four angles measured 95 degrees. Tara knows
that her measurement is off because the face of the grind box is rectangular.
Why does Tara know this?
What should each angle measure if the face is rectangular?
This Concept is about angle measures and quadrilateral. Pay attention and you will know the answers to
these questions at the end of the Concept.
Guidance
Previously we learned that the sum of the interior angles of a triangle is equal to 180 degrees. We worked on how to
draw specified triangles and to find missing angle measures.
What about a quadrilateral?
This Concept will teach you about the sum of the interior angles of a quadrilateral. We will use this information in
problem solving.
What is the sum of the interior angles of a quadrilateral?
To best understand this, lets look at a square.
A square has four right angles. Each right angle is 90 . We can add up the sum of the interior angles of a
square and see how this is related to all quadrilaterals.
90 + 90 + 90 + 90 = 360
The sum of the interior angles of all quadrilaterals is
360 .
How can we use this information to find the measure of missing angles?
799
9.11. Angle Measures in Given Quadrilaterals
www.ck12.org
We can write an equation using the variable and given measurements and figure out the measure of the
missing angle.
80 + 75 + 105 + x = 360
260 + x = 360
360 260 = x
100 = x
The missing angle is equal to 100 .
You can use this information to help you when figuring out missing angle measures in different quadrilaterals.
What if you wanted to draw a specific quadrilateral? How could you do it?
You can draw specific quadrilaterals using a ruler and a protractor. We use the protractor to be sure that our work is
accurate. This is especially important when drawing squares or rectangles or any figure with a right angle.
How would we draw a square?
We can start by using a protractor to draw in each of the four right angles. By using a ruler and a protractor, our lines
will be straight and we will be able to determine that we have drawn the square correctly.
Drawing it freehand may seem easier, but it does not assure accuracy! The best way to be sure that your work
is accurate is to use a protractor and a ruler.
800
www.ck12.org
Here is the first angle of my square. Now I can turn my protractor upside down and draw the other angle.
Here is my final figure.
Now its time for you to try a few.
Example A
If one angle of a rectangle is 90 degrees, what are the measures of the other three angles?
801
www.ck12.org
Example B
A quadrilateral has the following angle measures: 105, 90 and 88. What is the measure of the missing angle?
Example C
A parallelogram has two congruent angles that are both 85 degrees. The other two angles are congruent. What is the
measure of each missing angle?
Now back to Tara and the grind box design.
At the skateboard park, one of the designs for the grind box shows that it has a rectangular face. Tara has measured
the angles using a protractor, but something isnt right. Three of the four angles measured 95 degrees. Tara knows
that her measurement is off because the face of the grind box is rectangular.
Why does Tara know this?
What should each angle measure if the face is rectangular?
Tara knows that she has made a mistake because a rectangle has four congruent angles. These angles are also all
right angles. The measure of each angle should measure 90 degrees.
With this information, Tara began her design again and was able to correct all of her errors.
Guided Practice

If a quadrilateral has four congruent angles, which two figures could it be?
Answer
You have to know a couple of things to answer this question.
First, a quadrilateral has four sides, so it has four angles.
Next, congruent means that the measures of those angles are the same.
The sum of the interior angles of a quadrilateral equal 360 degrees.
The angles are all right angles or 90 degree angles.
The figure is either a rectangle or a square.
Video Review
MEDIA
Khan Academy Quadrilateral Properties - This video provides supporting information to this Concept.
802
www.ck12.org
Explore More
Directions: Answer each of the following questions about quadrilaterals.

1. True or false. A quadrilateral will always have only four sides.
2. The interior angles of a quadrilateral add up to be _________ degrees.
3. A square will have four ___________ degree angles.
4. A rectangle will have four ___________ degree angles.
5. True or false. A rhombus will also always have four right angles.
6. If the sum of three of the angles of a quadrilateral is equal to 300 , it means that the measure of the missing angle
is ____________.
7.
What is the value of x?

8.
9.
10. What are all four angles of this rectangle equal to?
803
www.ck12.org
11. If the sum of the interior angles of a quadrilateral is equal to 360 , how many triangles can you draw inside a
quadrilateral?
12. How many degrees are in a triangle?
13. Write an equation to show how the angles of the two triangles are equal to 360 degrees.
Directions: Identify the following figures.
14.
15.
804
www.ck12.org
9.12 Polygon Classification

Here youll learn to classify polygons.
Have you ever visited a sculpture garden?
Marc, Isaac and Isabelle continue to work on their design for the skate park. Isabelle loves art and thinks that adding
some sculpture to the entrance of the skate park could be cool way to integrate art into the design. Marc and Isaac
agree and the three decide to visit a sculpture garden to get ideas. Once they decide on what they want to create,
they hope that Mr. Craven, the art teacher, will help them create it with some other classmates.
Upon visiting the sculpture garden, the three notice immediately that there are many different shapes in each
sculpture.
Their favorite sculpture is pictured above. Isabelle liked the three dimensional aspect of the sculpture, but did not
like that it was all made of triangles.
Lets design one with all kinds of polygons, Marc suggests as they head home.
Thats a great idea! Which ones should we use? Isabelle asks.
What is a polygon anyway? Isaac interrupts.
Marc and Isabelle look at him. Isaac has not been paying attention in math class.
Before Marc and Isabelle fill in Isaac, what do you know about polygons? Can you define them? Which ones
should the trio use in their sculpture? Pay attention in this Concept and you will learn all about polygons.
Guidance
This Concept begins talking about polygons in specific detail. Previously we worked with triangles and with
quadrilaterals. Triangles and quadrilaterals are also polygons; we just havent been describing them in this way
yet. This Concept will help you to understand how to identify polygons as well as learn some valuable information
805
9.12. Polygon Classification
www.ck12.org
about them. Polygons are everywhere in the world around us and you will be working with polygons in many ways
for a long time.
What is a polygon?
A polygon is a simple closed figure formed by three or more segments. A triangle is a polygon and a quadrilateral
is a polygon too. Here are three pictures of polygons.
Polygons
There are several different types of polygons. Some of them you may have heard of before.
What are some different types of polygons?
1. Triangle has three sides
2. Quadrilateral has four sides
3. Pentagon has five sides
4. Hexagon has six sides

806
www.ck12.org
5. Heptagon has seven sides
6. Octagon has eight sides
7. Nonagon has nine sides
8. Decagon has ten sides
These polygons can be seen in real life all the time. Look at the following pictures and determine which polygon is
pictured.
807

Example A
Solution: Octagon
Example B
Solution: Pentagon
Example C
Solution: Hexagon
808
www.ck12.org
www.ck12.org

Marc, Isaac and Isabelle continue to work on their design for the skatepark. Isabelle loves art, and thinks that adding
some sculpture to the entrance of the skatepark could be cool way to integrate art into the design. Marc and Isaac
agree and the three decide to visit a sculpture garden to get ideas. Once they decide on what they want to create,
they hope that Mr. Craven, the art teacher, will help them create it with the help of some other classmates.
Upon visiting the sculpture garden, the three notice immediately that there are many different shapes in each
sculpture.
Their favorite sculpture is pictured above. Isabelle liked the three dimensional aspect of the sculpture, but did not
like that it was all made of triangles.
Lets design one with all kinds of polygons, Marc suggests as they head home.
Thats a great idea! Which ones should we use? Isabelle asks.
What is a polygon anyway? Isaac interrupts.
Marc and Isabelle look at him. Isaac has not been paying attention in math class.
Marc, Isabelle and Isaac want to design a sculpture of polygons. A polygon is a closed figure made up of at
least three line segments.
Once they fill Isaac in on how to define a polygon, the three students begin to list out different types of polygons.
Triangle
Square
Rectangle
Pentagon
Hexagon
Heptagon
Octagon
Nonagon
Decagon
After a lot of negotiation, here is a rough sketch of their sculpture design. Can you identify each polygon?
Guided Practice

If you have a heptagon next to a nonagon, what is the sum of the sides?
809
www.ck12.org
Answer
A seven sided figure is a heptagon.
A nine sided figure is a nonagon.
7 + 9 = 16
There are sixteen sides between the two figures.
Video Review
MEDIA
James Sousa, Introduction to Polygons
MEDIA
James Sousa, Classifying Polygons

Explore More
Directions: Determine whether or not each image is a polygon. If yes, write polygon, if no, write not a polygon.
1.
2.
810
www.ck12.org
3.
4.
5.
6.
7.
811
www.ck12.org
8. A square tile on a floor

Directions: For numbers 9 15, go back and use each figure in 1 7. Explain why it is or why it is not a polygon.
9.
10.
11.
12.
13.
14.
15.
812
www.ck12.org
9.13 Regular and Irregular Polygons

Here youll learn to distinguish between regular and irregular polygons.
Have you ever designed something and discovered an error in your plan? Well, look at what happened to Keith.
Keith began working on a design for a sign to advertise the opening of the skatepark. He didnt want to make it
ordinary, so he chose a pentagon as the shape of the sign.
Keith drew it out and began to work on the lettering. When he was finished, he held up the sign and noticed that the
bottom line of the pentagon was a different length from the other lines. The other four lines of the pentagon were all
2 feet in length, while the bottom line measured 2.5 feet.
Is this still a pentagon? Why?
This Concept is all about regular and irregular polygons. At the end of the Concept, you will know how to
identify the pentagon that Keith has drawn.
Guidance
Now that you have been introduced to the different types of polygons, it is time to learn about classifying polygons.
All polygons can be classified as regular or irregular polygons. You have to understand the difference between a
regular or irregular polygon to classify each shape. Lets learn how we can tell the difference between them.
What is a regular polygon?
A regular polygon is a polygon where all of the side lengths are equal and all of the angle measures are equal. In
other words, the polygon is an equilateral polygon where all the side lengths are congruent, and an equiangular
polygon where all the angles are congruent.
813
9.13. Regular and Irregular Polygons
www.ck12.org
This triangle is a regular triangle. All three side lengths are congruent and all three angles are congruent. Here is an
example of an irregular polygon.
By counting the sides, you can see that this is a five sided figure. It is a pentagon. However, the sides are not
congruent. Therefore, it is an irregular pentagon.
Irregular polygons have side lengths that are not congruent.
Now its time for you to practice. Name each figure as a regular or irregular polygon.
Example A
Solution: Regular Polygon
Example B
Solution: Irregular Polygon

814
www.ck12.org
Example C
An octagon with all sides measuring 4 centimeters.

Solution: Regular polygon
Keith began working on a design for a sign to advertise the opening of the skatepark. He didnt want to make it
ordinary, so he chose a pentagon as the shape of the sign.
Keith drew it out and began to work on the lettering. When he was finished, he held up the sign and noticed that the
bottom line of the pentagon was a different length from the other lines. The other four lines of the pentagon were all
2 feet in length, while the bottom line measured 2.5 feet.
Is this still a pentagon? Why?
This figure is still a pentagon, but it is not a regular pentagon.
To be a regular pentagon, all of the side lengths would need to be equal in length.
Because one side is longer than the other four, this is an irregular pentagon.
However, it still has five sides, so it is still considered a pentagon.
Guided Practice

Jessies new bedroom is square in shape. She measures one of the walls and finds that it is 12 feet long. She measures
another wall and finds that it is 10 feet long. The other two walls are also different lengths.
Is Jessies room a square?
Is it a regular polygon or an irregular polygon?
Answer
Jessies room can not be a square because all of the walls are different lengths. It is also irregular in shape for this
reason. Jessies room is a quadrilateral because it has four walls, but is not a regular polygon.
Video Review
815
9.13. Regular and Irregular Polygons
www.ck12.org
MEDIA
James Sousa, Introduction to Polygons
MEDIA
James Sousa, Classifying Polygons

Explore More
Directions: Based on each description, determine whether the polygon is regular or irregular.
1. A quadrilateral with all sides equal to 5 cm and all right angles.
2. A pentagon with different side lengths.
3. A square.
4. A rectangle.
5. An octagon with one side that is 8 cm and the other sides congruent to that side. All angles are congruent.
6. A heptagon with seven congruent sides and angles.
7. A hexagon with six congruent angles.
8. A hexagon with the following side lengths: 4 m, 5 m, 7 m, 5 m, 4 m and 7 m.
9. A pentagon with five congruent angles.
10. True or false. A figure can be a polygon and be regular or irregular.
Directions: Identify each polygon below.
11. a
12. b
13. c
816
www.ck12.org
14. d
Directions: Now tell whether each is regular or irregular.
15. a
16. b
17. c
18. d
817
9.14. Relation of Polygon Sides to Angles and Diagonals
www.ck12.org
9.14 Relation of Polygon Sides to Angles and

Diagonals
Here youll learn to relate sides of polygons to angle measures and diagonals.
Have you ever tried to name a figure based on angle measures? Take a look at this problem.
Travis is drawing a design for the skatepark. He has labeled all of the angles in his figure.
The sum of the angle measures is 900 .
What figure is Travis drawing? Do you know how to figure this out?
This Concept will teach you how to relate the sides of a polygons to angle measures. By the end of the Concept,
you will know how to help Travis figure this out.
Guidance
We can divide polygons into triangles using diagonals. This becomes very helpful when we try to figure out the sum
of the interior angles of a polygon other than a triangle or a quadrilateral.
Look at the second piece of information in this box. The sum of the interior angles of a quadrilateral is 360 . Why is
this important? You can divide a quadrilateral into two triangles using diagonals. Each triangle is 180 , so the sum
of the interior angles of a quadrilateral is 360 .
Here is one diagonal in the quadrilateral. We can only draw one because otherwise the lines would cross.
A diagonal is a line segment in a polygon that joins two nonconsecutive vertices.
A consecutive vertex is one that is next to another one, so a nonconsecutive vertex is a vertex that is not next to
another one.
How do we use this with other polygons?
818
www.ck12.org
We can divide up other polygons using diagonals and figure out the sum of the interior angles.
Here is a hexagon that has been divided into triangles by the diagonals. You can see here that there are four triangles
formed. If sum of the interior angles of each triangle is equal to 180 , and we have four triangles, then the sum of
the interior angles of a hexagon is:
4(180) = 720
We can follow this same procedure with any other polygon.
What if we dont have the picture of the polygon? Is there another way to figure out the number of triangles without
drawing in all of the diagonals? The next section will show you how using a formula with the number of sides in a
polygon can help you in figuring out the sum of the interior angles.
To better understand how this works, lets look at a table that shows us the number of triangles related to the number
of sides in a polygon.
Do you see any patterns?

The biggest pattern to notice is that the number of triangles is 2 less than the number of sides. Why is this important?
Well, if you know that the sum of the interior angles of one triangle is equal to 180 degrees and if you know that
there are three triangles in a polygon, then you can multiply the number of triangles by 180 and that will give you
the sum of the interior angles.
Here is the formula.
x = number of sides
(x 2)180 = sum of the interior angles
You can take the number of sides and use that as x.
Then solve for the sum of the interior angles.
Lets try this out.
What is the sum of the interior angles of a decagon?
819

A decagon has ten sides. That is our x measurement. Now lets use the formula.
(x 2)180 = (10 2)180

8(180) = 1440
Our answer is that there are 1440 in a decagon.
Example A
The sum of the interior angles of a pentagon

Solution:
540
Example B
The sum of the interior angles of a triangle

Solution:
180
Example C
The sum of the interior angles of an octagon

Solution:
1080

Travis is drawing a design for the skatepark. He has labeled all of the angles in his figure.
The sum of the angle measures is 900 .
What figure is Travis drawing? Do you know how to figure this out?
We can figure this out by using the formula for angle measures and sides of a polygon.
(x 2)180 = 900
Now we can solve this just as we would an equation. Begin by dividing both sides by 180 degrees.
x 2 = 900 180
x2 = 5
Next add 2 to both sides of the equation.
820
www.ck12.org
www.ck12.org
x2+2 = 5+2
x=7
Travis figure is a heptagon with seven sides.
Guided Practice

What is the sum of the interior angles of a regular nonagon?
Answer
To figure this out, we can use the formula presented in the Concept.
(x 2)180
In this formula, the value of x is the number of sides of the polygon.
In this case, a nonagon has 9 sides.
(9 2)180
(7)(180)
The answer is 1260 .
Video Review
MEDIA
Khan Academy Sum of Interior Angles of a Polygon

Explore More
Directions: Look at each image and name the type of polygon pictured.
1.
2.
821
3.
4.
5.
6.
822
www.ck12.org
www.ck12.org
Directions: Name the number of diagonals in each polygon.

7.
8.
9.
Directions: Use the formula to name the sum of the interior angles of each polygon.
10. Hexagon
11. Pentagon
12. Decagon
13. Heptagon
14. Octagon
15. Square
823
9.15. Triangle Identification as Similar, Congruent, or Neither
www.ck12.org
9.15 Triangle Identification as Similar, Congruent, or Neither

Here youll learn to identify triangles as similar, congruent or neither.
Have you ever built a ramp? Take a look at this dilemma.
Marc, Isaac and Isabelle thought that designing a skateboard ramp would be easy. Because of this, they have decided
to build two of them in their skatepark. Using the computer, they found the measurements for the first skateboard
ramp design.
It has the form of a triangle and is in three dimensions, so it also has a width. Here are the dimensions for the first
ramp.
28 long 38.5 wide 12 high
Isaac writes the following proportion on a piece of paper.
2800 38.500 1200

=
= 00
1400
2
6
The two ramps are going to be similar, but not congruent, Isaac begins to explain.
At that moment, his mom begins calling him and he dashes out the door leaving Isabelle and Marc with his work
and with the proportion.
What is the difference between similar and congruent? Isabelle asks.
There are two problems here. One has to do with similar and congruent triangles. The other has to do with the
missing measurement.
In this Concept, we will tackle the first problem. The second one regarding the missing measure we will work
on in another Concept.
Guidance
You have heard the word congruent used regarding line segments being the same length. The word congruent can
apply to other things in geometry besides lines and line segments. Congruent means being exactly the same.
When two line segments have the same length, we can say that they are congruent. When two figures have the
same shape and size, we can say that the two figures are congruent.
824
www.ck12.org
These two triangles are congruent. They are exactly the same in every way. They are the same size and the
same shape. We can also say that their side lengths are the same and that their angle measures are the same.
Sometimes, two figures will be similar . Similar means that the figures have the same shape, but not the same
size. Similar figures are not congruent.
These two triangles are similar. They are the same shape, but they are not the same size.
Identify the following triangles as congruent, similar or neither.
Example A
Solution: Neither
Example B
Solution: Similar
825
www.ck12.org
Example C
Solution: Congruent
Now lets go back to the question about the ramps. Here is the original problem once again.
Marc, Isaac and Isabelle thought that designing a skateboard ramp would be easy. Because of this, they have decided
to build two of them in their skatepark. Using the computer, they found the measurements for the first skateboard
ramp design.
It has the form of a triangle and is in three dimensions, so it also has a width. Here are the dimensions for the first
ramp.
28 long 38.5 wide 12 high
Isaac writes the following proportion on a piece of paper.
2800 38.500 1200

= 00
=
1400
2
6
The two ramps are going to be similar, but not congruent, Isaac begins to explain.
At that moment, his mom begins calling him and he dashes out the door leaving Isabelle and Marc with his work
and with the proportion.
What is the difference between similar and congruent? Isabelle asks.
Lets review the difference between similar figures and congruent figures. Solving the proportion will be in another
Concept.
A similar figure is one that is the same shape but a different size from the original one. The measurements of similar
figures have a relationship. They are proportional. In other words, their dimensions form a proportion.
Congruent figures are the same size and shape exactly. Congruent figures would have the same measurements.
The ramp dimensions are similar. Isaac left Marc and Isabelle with that much information, which means that
the dimensions of the ramps are proportional but not exact.
826
www.ck12.org
Guided Practice
Are there two triangles similar, congruent or neither?

Answer
When you look at these two triangles, you can see that they are exactly alike. The problem could be misleading if
you look at the angle measures, but notice that different angle measures have been given.
These two triangles are congruent.
Video Review
MEDIA
Khan Academy Congruent and Similar Triangles

Explore More
Directions: Identify the given triangles as visually similar, congruent or neither.

1.
2.
827
www.ck12.org
3.
4.
5.
Directions: Answer each of the following questions.

6. Triangles ABC and DEF are congruent. Does this mean that their angle measures are the same? Why?
7. True or false. If triangles DEF and GHI are similar, then the side lengths are different but the angle measures are
the same.
8. True or false. Similar figures have exactly the same size and shape.
9. True or false. Congruent figures are exactly the same in every way.
10. Triangles LMN and HIJ are similar. If this is true, then the side lengths are the same, true or false.
11. True or false. To figure out if two figures are similar, then their side lengths form a proportion.
12. Define similar figures
13. Define congruent figures.
14. Use a ruler to draw a congruent pair of triangles.
15. Use a ruler to draw a pair of triangles that is similar.
828
www.ck12.org
9.16 Corresponding Parts of Congruent Figures

Here youll identify corresponding parts of congruent figures.
Have you ever had to do a project with a partner where one of you does one part and the other does the other? Well,
Sam and Allison are working on just that task.
Sam has drawn two parallelograms. He measured them carefully and told Allison that the two parallelograms will
create a "launch pad" for the skateboard park. He isnt sure his design will work, but he has this idea of putting one
parallelogram on the ground, then put four springs in the middle and finally put the other parallelogram on top.
"I think you are crazy," Allison told him when she heard his idea.
"That doesnt matter, we were asked to come up with a unique idea and it is unique," Sam responded.
"Okay, so I have to match up the sides right?"
"Yes, only the corresponding sides," Sam said walking away.
Allison looked at the two parallelograms for Sams design. She knows that she needs to write out the corresponding
sides, but she isnt sure how to do it.
That is where you come in. This Concept is all about corresponding parts of congruent figures. Pay attention
and you will be ready at the end of the Concept.
Guidance
Previously we worked on understanding the difference between congruent figures and similar figures, we can look
at the corresponding parts of congruent triangles.
The word corresponding refers to parts that match between two congruent triangles. We can identify corresponding angles and corresponding sides.
First, we can name the corresponding angles. Corresponding angles are matching angles between the two triangles.
Corresponding angles will have the same measure in congruent triangles.
829
9.16. Corresponding Parts of Congruent Figures
www.ck12.org
6
6
6
A
=6 D
B
=6 E
C
=6 F
Here the angles are connected with the symbol for congruent. When you see the equals sign with a squiggly line on
top, you know that the items on each side of the equation are congruent.
Next, we can name the corresponding sides. Corresponding sides are matching sides between two triangles. They
will have the same length in congruent triangles.
AB
= DE
AC
= DF
BC
= EF
Use the following diagram of two congruent triangles to answer each question.
Example A
Angle E is congruent to angle _____

Solution: H
Example B
FG
=
Solution: IJ
Example C
Angle J is congruent to angle _____

Solution: G
Now back to Allisons dilemma. Here is the original problem once again.
830
www.ck12.org
Sam has drawn two parallelograms. He measured them carefully and told Allison that the two parallelograms will
create a "launch pad" for the skateboard park. He isnt sure his design will work, but he has this idea of putting one
parallelogram on the ground, then put four springs in the middle and finally put the other parallelogram on top.
"I think you are crazy," Allison told him when she heard his idea.
"That doesnt matter, we were asked to come up with a unique idea and it is unique," Sam responded.
"Okay, so I have to match up the sides right?"
"Yes, only the corresponding sides," Sam said walking away.
Allison looked at the two parallelograms for Sams design. She knows that she needs to write out the corresponding
sides, but she isnt sure how to do it.
To accomplish this task, Allison will need to turn the parallelograms in her mind so that they are both in the same
position. Once this has been done, she can write the following pairs of corresponding sides.
AD
= PS
AB
= PQ
BC
= QR
SR
DC =
This is the answer.
Guided Practice
These two figures are congruent. Which angle is congruent to angle A?

Answer
831
9.16. Corresponding Parts of Congruent Figures
www.ck12.org
Because you have been told that these two figures are congruent, it is important not to let the fact that they are in a
different position throw you off. In your mind you will need to turn the second figure so that it is in the same position
as the first one. If this is difficult for you to visualize, you can also re - draw the figure.
Here is the answer.
A
=6 P
Video Review
MEDIA
MEDIA
James Sousa, Congruent and Similar Triangles

Explore More
Directions: Use the following triangles to answer the questions.
1. Are these two triangles similar or congruent?

2. How do you know?
3. Side DE is congruent to which other side?
4. Side DF is congruent to which other side?
5. Side EF is congruent to which other side?
832
www.ck12.org
6. If the side length of DE is 10, what is the side length of GH?

7. If the side length of HI is 8, which other side is also 8?
Directions: Use the following figures to answer the questions.
8. These two figures are congruent. Explain two ways that you can determine whether or not figures are congruent.
9. Angle Q is congruent to which other angle?
10. Angle R is congruent to which other angle?
11. Angle S is congruent to which other angle?
12. If PQ is 7 cm, which other sides are 7 cm?
13. If QR is 4 cm, which other sides are 4 cm?
14. If Angle D is 70 degrees, name another 70 degree angle.
15. If Angle A is 110 degrees, name another 110 degree angle.
833
9.17. Corresponding Parts of Similar Figures
www.ck12.org
9.17 Corresponding Parts of Similar Figures

Here youll learn to identify corresponding parts of similar figures.
Remember the geometric skateboard park from the Regular and Irregular Polygons Concept? Well, the students are
working on all kinds of designs for the sidewalk that leads into the park.
Sam is designing some figures to be painted on the sidewalk for the skateboard park.
"I am going to use all primary colors," Sam told his friend Kara at lunch.
"Let me see," Kara said looking at his drawing.
Here are Sams designs.
"Those arent the same," Kara said looking at the drawing.

"I know that. These are similar figures. But I think they are cool."
"They are cool, but they arent the same," Kara said again.
"That doesnt matter with similar figures. They have corresponding sides," Sam explained.
Kara is puzzled. She isnt sure how to identify corresponding sides of similar figures.
Do you know?
In this Concept you will learn all about corresponding sides of similar figures, and you will know how to
identify them too.
Guidance
Previously we worked on identifying the corresponding parts of congruent figures, and identifying the corresponding
parts of similar figures. We do this in the same way.
First, notice that all of the angle measures are the same. Whether figures are similar or congruent, the angle measures
are the same in both.
The side lengths are different in similar figures. The side lengths are the same in congruent figures.
834
www.ck12.org
Triangle ABC is similar to triangle DEF. This means that while they are the same shape, they arent the same size.
In fact, there is a relationship between the corresponding parts of the triangle.
The side lengths are corresponding even though they arent congruent.
AB DE
BC EF
AC DF
We use the symbol for similar ("~") to show the relationship between the corresponding sides of the two
triangles.
Use these similar figures to answer the following questions.
Example A
How many right angles are in the first two figures?

Solution: 4 right angles
Example B
What makes the two squares similar if they both have four right angles?
Solution: The side lengths are different.
Example C
In the triangle pair, are the two triangles similar or congruent? why?
835
www.ck12.org
Solution: The triangles are similar because the side lengths are different. The angle measures are the same.
Now back to Kara, Sam and the similar figures. Here is the original problem once again.
Sam is designing some figures to be painted on the sidewalk for the skateboard park.
"I am going to use all primary colors," Sam told his friend Kara at lunch.
"Let me see," Kara said looking at his drawing.
Here are Sams designs.
"Those arent the same," Kara said looking at the drawing.

"I know that. These are similar figures. But I think they are cool."
"They are cool, but they arent the same," Kara said again.
"That doesnt matter with similar figures. They have corresponding sides," Sam explained.
Kara is puzzled. She isnt sure how to identify corresponding sides of similar figures.
When working with congruent figures, you had to match up the sides that were the same length. Similar figures
arent the same length, but based on the position of the figures, you can figure out which sides go together. These
are the corresponding sides. Corresponding sides are in the same position on two different figures.
Here are the corresponding sides of these figures.
HG ~ XW
HI ~ XY
IJ ~ XZ
GJ ~ W Z
This is our answer.
Guided Practice

List all of the pairs of corresponding sides in the similar figures below.
836
www.ck12.org
Answer
Here are the pairs of corresponding sides.
OP and RS
NO and QR
MP and T S
MN and T Q
This is our answer.
Video Review
MEDIA
MEDIA

Explore More
Directions: Use the following figures to answer each question.

2. How do you know?
3. Which side is congruent to AB?
837

4. Which side is congruent to AC?
5. Which side is congruent to RS?
6. Which angle is congruent to angle A?
7. Which angle is congruent to angle B?
8. Which angle is congruent to angle C?
9. Are the two figures similar or congruent?

10. Why?
11. Which side is congruent to NO?
12. Which side is congruent to MN?
13. Which side is congruent to ST ?
14. Which side is congruent to QT ?
15. Which side is congruent to OP?
838
www.ck12.org
www.ck12.org
9.18 Unknown Measures of Similar Figures

Here youll learn to find unknown measures of similar figures.
Have you ever been stuck figuring out a math problem?
Jessica saw this problem on her homework assignment. She knows that she will need to use proportions in some
way to figure out the length of the missing side, she just isnt sure how to do it.
Do you know?
This Concept will teach you how to tackle problems like this one.
Guidance
Previously we worked on how to locate the corresponding sides of similar triangles, now we can write ratios to
compare the lengths of sides.
First, identify the corresponding sides of these two similar triangles.
LM
LN
MN
=
=
OP OQ
PQ
Now we have been given side lengths for each pair of corresponding sides. These have been written in a proportion
or a set of three equal ratios. Remember that there is a relationship between the corresponding sides because they
are parts of similar triangles. The side lengths of the similar triangles form a proportion.
839
9.18. Unknown Measures of Similar Figures
www.ck12.org
Lets substitute the given measurements into our formula.
6 8 4
= =
3 4 2
There is a pattern with the ratios of corresponding sides. You can see that the measurement of the each side of the
first triangle divided by two is the measure of the corresponding side of the second triangle.
We can use patterns like this to problem solve the length of missing sides of similar triangles.
Here we have two similar triangles. One is larger than the other, but they are similar. They have the same
shape but a different size. Therefore, the corresponding sides are similar.
If you look at the side lengths, you should see that there is one variable. That is the missing side length. We can figure
out the missing side length by using proportions. We know that the corresponding side lengths form a proportion.
Lets write ratios that form a proportion and find the pattern to figure out the length of the missing side.
AC
BC
AB
=
=
DE
DF
EF
5
15 10
=
=
10
x
20
Looking at this you can see the pattern. The side lengths of the second triangle are double the length of the
corresponding side of the first triangle.
Using this pattern, you can see that the length of DF in the second triangle will be twice the length of AC. The
length of AC is 15.
15 2 = 30
The length of DF is 30.
Practice solving these proportions.
Example A
6
12
x
24
3
6
Solution: x = 12
Example B
12
x
16
4
20
5
Solution: x = 3
840
www.ck12.org
Example C
8
2
16
4
x
1
Solution: x = 4
Jessica saw this problem on her homework assignment. She knows that she will need to use proportions in some
way to figure out the length of the missing side, she just isnt sure how to do it.
Do you know?
Now the first thing that we can do is to set up a proportion to solve for the missing side. Remember that a
proportion is two equal ratios. We can set up and compare the corresponding sides.
Here is our proportion.
KJ
5
6
4
Our proportion is written so that the corresponding sides form the two ratios of the proportion. We can say
that KJ is our unknown in this proportion.
Do you remember how to solve proportions?
We can see a clear relationship between five and four, so we need to use cross products.
KJ 4 = 4KJ
5 6 = 30
4KJ = 30
Now we can solve the equation for KJ by dividing both sides of the equation by 4.
30 4 = 7.5
KJ = 7.5
The side length of KJ is 7.5.
Guided Practice

8
10
4
5
2
x
841
9.18. Unknown Measures of Similar Figures
www.ck12.org
Answer
To look at the relationships between each side length, we can begin by looking for a pattern of equal ratios.
The first ratio was divided in half to equal the second ratio.
The numerator of the second ratio was divided in half to equal the numerator of the third ratio.
The denominator of the third ratio is unknown.
We can divide the denominator of the second ratio in half to equal the missing denominator.
5 2 = 2.5
x = 2.5
This is our answer.
Video Review
MEDIA
MEDIA

Explore More
Directions: Use the figures to answer the following questions.

842
www.ck12.org
2. How do you know?

3. Which side is congruent to AB?
4. Which side is congruent to AC?
5. Which side is congruent to RS?
6. Look at the following proportion and solve for missing side length x.
x
6
7
=
=
3.5 3.5 y
x=
7. What is the side length for y?
8. How did you figure these out?
Directions: Figure out the missing value in each pair of ratios.
x
6
12 = 24
8
10. 12
= 3x
9
11. 10
= 18
y
9.
12.
4
5
13.
16
20
4
y
14.
19
21
9
54
x
42
6
y
15.
x
2.5
843
9.19. Indirect Measurement
www.ck12.org
9.19 Indirect Measurement

Here youll learn to use similar figures to measure indirectly.
Have you ever tried to figure out the height of something very tall? Take a look at this dilemma.
The students working on the skate park design went to visit another skate park to help with their ideas. In the center
of this skate park, there was a huge tall statue of a skate boarder.
"Look at that," Travis commented.
"Yes, that is very cool," Tania agreed.
"How tall do you think it is?" Travis asked.
"I dont know," Tania said.
You can figure that out quite easily with math, Mr. Henry their school advisor said overhearing the conversation.
How can I do that? Travis asked.
How tall are you?
Five feet, Travis said.
Good and it looks like your shadow is about half as long as your height. Can you figure it out now?
Now, I have an idea, he said smiling.
Do you have an idea what Travis is thinking about? If you pay attention to this Concept, you will know how
to figure out the height of the statue.
Guidance
We can use the properties of similar figures to measure things that are challenging to measure directly. We call this
type of measurement indirect measurement.
Jamies Dad is six feet tall. Standing outside, his shadow is eight feet long. A tree is next to him. The tree has a
shadow that is sixteen feet long. Given these dimensions, how tall is the tree?
844
www.ck12.org
That is a good question! Think about a tree, it makes a shadow and the line from the end of the shadow to the
top of the tree creates a triangle. It sounds confusing, but here is a diagram to help you.
Here is a palm tree. You can see from the picture that the tree itself is one side of the triangle, that the shadow
length is another side of the triangle and that the diagonal from the top of the tree to the top of the shadow forms the
hypotenuse (the longest side) of the triangle.
How would this work with the shadow of a person?
There is a triangle here too. Just because it is on an angle dont let that fool you. It is still a triangle.
Alright, now lets go back to the problem again.
Jamies dad is six feet tall. Standing outside, his shadow is eight feet long. A tree is next to him. The tree has a
shadow that is sixteen feet long. Given these dimensions, how tall is the tree?
To solve this, we have to create two ratios. One will compare the heights of the man and the tree the other
will compare the lengths of the shadows. Together, they will form a proportion because similar triangles are
proportional and we have already seen how triangles are created with people or things and shadows.
845
www.ck12.org
Height o f Man Shadow length o f man

=
Height o f Tree
Shadow length o f tree
Now we can fill in the given information.
60
80
= 0
x
16
We are looking for the height of the tree, so that is where our variable goes. Now we can solve the proportion.
Our answer is 12 feet. The tree is 12 feet tall.
You can use similar triangles and proportions to measure difficult things. Indirect measurement makes the
seemingly impossible, possible!!
Now its time for you to try a few.
Example A
Are these triangles similar? Why or why not?
Solution: These triangles are similar because their angles have the same measures. Which corresponds to
which? Angle B is 100 . Its corresponding angle will also measure 100 : that makes angle Q its corresponding
angle. Angles A and P correspond, and angles C and R correspond.
Example B
True or false. You need a proportion to effectively measure similar figure indirectly.
Solution: True
846
www.ck12.org
Example C
True or false. You can use cross - products or equal ratios to measure indirectly.
Solution: True
The students working on the skate park design went to visit another skate park to help with their ideas. In the center
of this skate park, there was a huge tall statue of a skate boarder.
"Look at that," Travis commented.
"Yes, that is very cool," Tania agreed.
"How tall do you think it is?" Travis asked.
"I dont know," Tania said.
You can figure that out quite easily with math, Mr. Henry their school advisor said overhearing the conversation.
How can I do that? Travis asked.
How tall are you?
Five feet, Travis said.
Good and it looks like your shadow is about half as long as your height. Can you figure it out now?
Now, I have an idea, he said smiling.
Lets think about how Travis and Tania could figure out the height of the statue. We know that Travis is five feet tall
and that his shadow is half as long as he is tall. Now we can write a ratio to compare Travis height to his shadows
length.
Travis0 height
Shadow0 s length
5 f eet
2.5 f eet
Next, we figure out the height of the statue. Travis and Tania figure out very quickly that they need to figure out the
length of the shadow of the statue to figure out the height of the statue. Once they know the length of the shadow,
they can use proportional reasoning and indirect measurement to figure out the statues height.
Approximating 1 foot using a length a little longer than Travis sneaker, they measure 32 12 feet. It is not an
exact measure, but they feel that it is very close.
Now they wrote the following proportion.
5 ft
2.5 f t
x
32.5 f t
Taking out a notebook, Tania cross multiplies to solve the proportion.
5(32.5) = 2.5x
162.5 = 2.5x
x = 65
The sculpture is approximately 65 feet tall.
Guided Practice

What is the missing side length?
847
www.ck12.org
Answer
Look at these two rectangles. First, look and see if we can figure out the relationship between the two figures. To do
this, we compare the side lengths of each part of the two figures.
We need to figure out the measurement of side GH in the second rectangle.
You can see that the measurements in the second rectangle are half as big as the measurements in the first. Also, you
know that the opposite sides of a rectangle are congruent. Therefore, the missing side length is 4.
Video Review
MEDIA
Khan Academy: Scale and Indirect Measurement
Explore More
Directions: Use indirect measurement and proportions to determine if the figures are similar.
848
www.ck12.org
Directions: Use what you have learned about similar triangles and indirect measurement to solve each of the
following problems.
5. If a person who is five feet tall casts a shadow that is 8 feet long, how tall is a building that casts a shadow that is
24 feet long?
6. If a tree stump that is two feet tall casts a shadow that is one foot long, how long is the shadow of a tree that is ten
feet at the same time of day?
7. If a 6 foot pole has a shadow that is eight feet long, how tall is a nearby tower that has a shadow that is 16 feet
long?
8. If a lifeguard tower is ten feet tall and casts a shadow that is eight feet long, how tall is a person who casts a
shadow that is four feet long?
9. Draw the triangle in on the following picture.
10. Side m in triangle LMN corresponds to side c in the smaller triangle BCD. Side m is 12 cm long and the scale
factor is 4. What is the measure of side c?
849
www.ck12.org
11. Side q in triangle PQR corresponds to side y in the smaller triangle XY Z. Side y is 8 inches long and the scale
factor is 7. What is the measure of side q?
Directions: Solve each proportion for the missing side length.
12.
13.
14.
15.
850
3
4
3
6
=
=
x
12
1
x
1
5
8 = x
x
7
10 = 30
www.ck12.org
9.20 Lines of Symmetry

Here youll learn to identify lines of symmetry.
Have you ever built a half-pipe?
The plan is just about finished and the trio of students is feeling very good about their work. In the process of
finishing the plan, Mr. Craven, the art teacher, took a look at their design. He saw a flaw in the design of the
half-pipe that the three had drawn.
Mr. Craven told Isaac, Marc and Isabelle that their ramp was not symmetrical.
If it isnt symmetrical, it isnt an accurate half-pipe, Mr. Craven told them as he walked out of the room. Let me
know if you need a hand fixing it. You want to have it accurate before the presentation.
Isaac looked at Marc and Marc looked at Isabelle, who shrugged. At that moment, Ms. Watson, the librarian, walked
by.
Why the long faces? she asked. Then after seeing the plan, she said Wow! that is some very fine work.
Yes, but Mr. Craven said that the half-pipe isnt symmetrical and it needs to be, Isabelle explained.
Oh, I see, said Ms. Watson, looking again. Well, that is easy enough to fix.
How could a half-pipe not be symmetrical? What is Mr. Craven talking about?
This Concept is all about symmetry. Pay close attention and at the end you will know what the half-pipe
should look like.
Guidance
In geometry, we can look at a figure or an object and find the line symmetry in the figure or object. This Concept
will teach you all about symmetry and about the different types of symmetry.
851
9.20. Lines of Symmetry
www.ck12.org
Here is a butterfly. Notice that we can draw a line right down the center of the butterfly and one side will
match the other side. Here is what that looks like.
When we can divide a figure or an object into two even matching halves, we say that the figure has line
symmetry .
This figure can be divided in one way, vertically. If we tried to divide it horizontally, the two sides would not
match.
Divided this way, the top half does not match the bottom half.
Therefore, we can say that the butterfly has bilateral symmetry . Bilateral symmetry means that it has one line
of symmetry that divides the butterfly in half.
What is a line of symmetry?
A line of symmetry is a line that splits a figure into symmetrical parts. In the butterfly, there is one line of symmetry
that can be drawn to show the two equal matching halves of the butterfly.
Lets look at a picture of a figure that has more than one line of symmetry.
852
www.ck12.org
Here is a cross. This cross has four lines of symmetry. We can divide it vertically and horizontally and both sides
will match. That shows two lines of symmetry.
Can you find the other two lines of symmetry in the cross?
Are there other types of symmetry?
Yes. There is turn or rotational symmetry. Rotational Symmetry means that you can rotate the figure around a
fixed point and it will look the same.
This star has rotational symmetry. It looks exactly the same no matter which point is rotated to be at the top.
Since there are 5 points, this is a figure with a rotational symmetry of 5.
Try a few of these on your own. Identify the lines of symmetry in each object.
853
www.ck12.org
Example A
Solution: One vertical and one horizontal line of symmetry

Example B
Solution: One horizontal line of symmetry

Example C
Solution: The shape has three lines of symmetry, one from each vertex to the middle of the opposite side

854
www.ck12.org
The plan is just about finished and the trio of students is feeling very good about their work. In the process of
finishing the plan, Mr. Craven, the art teacher, took a look at their design. He saw a flaw in the design of the
half-pipe that the three had drawn.
Mr. Craven told Isaac, Marc and Isabelle that their ramp was not symmetrical.
If it isnt symmetrical, it isnt an accurate half-pipe, Mr. Craven told them as he walked out of the room. Let me
know if you need a hand fixing it. You want to have it accurate before the presentation.
Isaac looked at Marc and Marc looked at Isabelle, who shrugged. At that moment, Ms. Watson, the librarian, walked
by.
Why the long faces? she asked. Then after seeing the plan, she said Wow! that is some very fine work.
Yes, but Mr. Craven said that the half-pipe isnt symmetrical and it needs to be, Isabelle explained.
Oh, I see, said Ms. Watson, looking again. Well, that is easy enough to fix.
How could a half-pipe not be symmetrical? What is Mr. Craven talking about?
A half-pipe has two halves to it. If it is not symmetrical it means that one half is a different size from the other half.
Mr. Craven must have noticed that the drawing was inaccurate.
The students can fix the drawing by making sure that the measurements are accurate.
Guided Practice
Determine the lines of symmetry in each figure.

Answer
The first figure, the cross, has multiple lines of symmetry. One is vertical through the middle of the figure to divide
it into even vertical halves, another is horizontal through the middle of the figure to divide it into even horizontal
halves. There are also two diagonal lines of symmetry. Finally, the figure has rotational symmetry, since it appears
identical when rotated 90, 180, or 270 degrees from the starting orientation.
The second figure, the arrow, has one line of symmetry. It is a vertical line of symmetry.
The third figure does not have any lines of symmetry. It does have rotational symmetry, since it is identical when
rotated 180 degrees form the start.
Explore More
Directions: Identify the lines of symmetry in each figure or object. Draw them in if possible.
1.
855

2.
3.
4.
5.
6.
856
www.ck12.org
www.ck12.org
Directions: Identify whether the following objects have rotational symmetry. If yes, write yes. If no, write no.
7.
8.
9.
10.
11.
12.
857
www.ck12.org
Directions: Find three other objects. Draw them and identify each line of symmetry. Share your findings with a
friend.
858
www.ck12.org
9.21 Number Patterns

Here youll learn to develop and use the strategy: look for a pattern.
Remember the skateboard park in the Corresponding Parts of Similar Figures Concept? Well after the grand opening,
kids continued to go to the skateboard park every day. The first day, there were 32 kids. The next day there were 30
kids. The third day, there were 28 kids.
As part of the research of the skateboard park, Taylor took on keeping track of attendance for the first week. She
wrote these numbers down and noticed a pattern.
Do you notice a pattern? If this trend for attendance continues, how many students will attend on the fourth day?
Use this Concept about problem solving to answer these questions.
Guidance
When solving problems that involve greatest common factors, we can use patterns to help us. The strategy look for
a pattern is just that.
What pattern can be seen in the numbers that we are working with? How does the pattern appear?
There are 280 girls and 260 boys playing on soccer teams this fall. If each team has the same number of girls and
the same number of boys, what is the greatest number of teams that can be formed?
To solve this, we need to find the prime factors of 280 and 260. Then, we can figure out the greatest common
factor which is the largest number that divides into both groups. Once we have this factor, we will know the
number of teams. The greatest common factor is also the number of teams that can be formed.
We start by factoring 280.
859
9.21. Number Patterns
www.ck12.org
Next, we factor 260
If we look at what is common here, we can see that 25 and two 2s are common.
5 2 2 = 20
There are 20 possible teams.
By looking for patterns, we could use 10 as a factor. Right in the beginning, we have 10 as one of the factors,
then we just had to find any other factors. This gave us our answer.
Now its your turn to try a few on your own.
Example A
Name the next value in the series. 3, 7, 15, 31, _____

Solution: 63
Example B
Name the next value in the series.

860
www.ck12.org
12, 8, 4, _____
Solution: 0
Example C
Name the next value in the series.

2.5, 5, 10, 20, 40, _____
Solution: 80
After the grand opening, kids continued to go to the skateboard park every day. The first day, there were 32 kids.
The next day there were 30 kids. The third day, there were 28 kids.
As part of the research of the skateboard park, Taylor took on keeping track of attendance for the first week. She
wrote these numbers down and noticed a pattern.
Do you notice a pattern? If this trend for attendance continues, how many students will attend on the fourth day?
To notice a pattern, lets write out the numbers of kids who went to the skateboard park on the first three days.
32, 30, 28
If you look at these values, you can see that the number of kids in attendance decreased by two every day.
Based on this pattern, we could predict that 26 kids will go to the skateboard park on the fourth day.
However, attendance is a tricky thing to predict and it could change at any moment!
Guided Practice

1, 1, 2, 3, 5, 8, 13, 21, _____
What is the next number in this sequence?
Answer
If we were going to solve this problem, we would need to look for a pattern in the numbers. A Venn diagram
wouldnt really help us here-we have one set of data and we arent comparing anything. We are looking to figure out
the next number.
How can we figure this out?
We can look for different ways to get the numbers using different operations. Were these numbers multiplied?
11 = 1
12 = 2
23 = 6
861
9.21. Number Patterns
www.ck12.org
Thats right, it doesnt work. You have to use a different operation.

Lets think about addition.
Do you see a pattern?
The pattern here is to find the sum of the two previous numbers. That sum is the next number in the pattern.
Lets see if this works.
1, 1, 2, 3, 5, 8, 13, 21, _____
1+1 = 2
1+2 = 3
2+3 = 5
5+3 = 8
5 + 8 = 13
8 + 13 = 21
13 + 21 = 34
Our answer is 34.
Video Review
MEDIA
Khan Academy: Patterns in Sequences 1

862
www.ck12.org
Explore More
Directions: Figure out the pattern in each of the following problems. Then write in the next number in each pattern.
1. 2, 4, 6, 8, 10 ____
2. 20, 17, 14, 11, ____
3. 4, 8, 16, 32, ____
4. 200, 100, 50 ____
5. 120, 60, 30, 15, ____
6. 22, 33, 44, 55, 66, ____
7. 4, 12, 36, _____
8. 5, 10, 6, 12, 8, 15, 11, _____
9. 6, 4, 8, 5, 10, 6, 12, _____
10. 5, 11, 6, 13, 7, 15, 8, _____
11. 6, 12, 18, 24, 30, 36, _____
12. 100, 75, 100, 75, 50, 75, _____
13. 14, 28, 35, _____
14. 200, 50, 12.5, _____
15. 621, 207, 69, _____
863
9.22. Venn Diagrams
www.ck12.org
9.22 Venn Diagrams

Here youll learn to develop and use the strategy: use a Venn Diagram.
Have you ever tried to adjust measurements? Take a look at this dilemma.
Isabelle, Isaac and Marc are very excited that their plans were accepted! The skate park builders are about to begin
construction. The local lumber store has agreed to donate all of the wood that the team needs. To figure out what to
ask for, the trio has collected a list of materials needed for the half pipe and the quarter pipe. Here is the list.
Half Pipe
42 8 2 6s
5 8 2 4s
4 8 2 8s
12 8 1 6s
4 8 4 4s
2
3 00
4
12
sheets of plywood
3 00
8
sheets of plywood
Quarter Pipe
13 8 2 4s
4 8 2 6s
1 8 4 4s
2
4
3 00
4
3 00
8
sheets of plywood
sheets of plywood
The team needs to organize the materials to figure out what materials both ramps have in common, and then which
materials are unique to each ramp. By doing this, they can provide the lumber company with a list of materials
needed for both ramps.
Isabelle thinks that it would be a good idea to design a Venn diagram, but Marc and Isaac arent sure how to do it.
Isabelle thinks that she knows, but she isnt sure.
In this Concept, you will learn how to draw a Venn diagram to organize these materials. Pay close attention
and you will have a chance to complete this diagram at the end of the Concept.
864
www.ck12.org
Guidance
Previously we used patterns to solve a word problem where common elements are featured.
What about Venn Diagrams? What is a Venn Diagram?
A Venn Diagram shows the common numbers in two sets of objects or numbers by using overlapping circles.
There are 280 girls and 260 boys playing on soccer teams this fall. If each team has the same number of girls and
the same number of boys, what is the greatest number of teams that can be formed?
Now a Venn Diagram is used to show things that are common and things that are different. For this example, we can
write the prime factors of 280 in one circle, the prime factors of 260 in the other circle and the common factors in
the part of the circle that overlaps.
By looking at this diagram, you can see that the common factors between 280 and 260 are 5, 2, and 2. If we
multiply these together, we will have the total number of groups possible.
5 2 2 = 20
There are 20 possible groups.
A Venn Diagram helps you to organize data in a visual way to notice patterns and solve for the answer.
Now its time for you to try a few on your own.
Example A
True or false. A Venn Diagram is used when comparing two topics.

Solution: True
Example B
True or false. A Venn Diagram is best used for a survey.

Solution: False
865
9.22. Venn Diagrams
www.ck12.org
Example C
True or False. A Venn Diagram will show you what two or three different topics have in common.
Solution: True
Here is the original problem once again. Reread it and then draw a Venn diagram to organize the materials for the
two ramps.
Isabelle, Isaac and Marc are very excited that their plans were accepted! The skate park builders are about to begin
construction. The local lumber store has agreed to donate all of the wood that the team needs. To figure out what to
ask for, the trio has collected a list of materials needed for the half pipe and the quarter pipe. Here is the list.
Half Pipe
42 8 2 6s
5 8 2 4s
4 8 2 8s
12 8 1 6s
4 8 4 4s
2
3 00
4
12
sheets of plywood
3 00
8
sheets of plywood
Quarter Pipe
13 8 2 4s
4 8 2 6s
1 8 4 4s
2
4
3 00
4
3 00
8
sheets of plywood
sheets of plywood
The team needs to organize the materials to figure out what materials both ramps have in common, and then
which materials are unique to each ramp. By doing this, they can provide the lumber company with a list of
materials needed for both ramps.
Isabelle thinks that it would be a good idea to design a Venn diagram, but Marc and Isaac arent sure how to
do it. Isabelle thinks that she knows, but she isnt sure.
If Isabelle draws a Venn diagram, what would it look like? A Venn diagram shows the common elements of two
different things. In this case, the Venn diagram would have two circles. One circle would be for the half pipe and
one for the quarter pipe. We can begin by listing all of the needed materials in each circle.
866
www.ck12.org
By organizing the date in this way, the students will be able to keep track of the lumber that has been donated.
They can also be sure to request an accurate amount so that none is wasted. Using the Venn diagram has
simplified the work for our skateboarding trio!!
Information in this problem is courtesy of http://www.xtremeskater.com/ and their free skateboard ramp plans!!
Guided Practice

What are the common factors of 12 and 80?
Answer
You can draw a Venn Diagram in your notebook to show these two values and their factors.
Here is a list of factors.
12
1 12
26
34
80
1 80
2 40
4 20
The common factors are 1, 2, and 4.
Video Review
MEDIA
867
9.22. Venn Diagrams
www.ck12.org
James Sousa, Set Operations and Venn Diagrams Part 1
MEDIA
James Sousa, Set Operations and Venn Diagrams Part 2
MEDIA
James Sousa, Solving Problems with Venn Diagrams
Explore More
Directions: Create a Venn diagram for the following data.

1. The factors of 20 and 30.
2. The factors of 45 and 55
868
www.ck12.org
Summary
Having completed this chapter, students are now ready to move on to Chapter Ten. Each Concept has provided
students with an opportunity to engage and practice skills in many Concepts including information about geometric
figures, including geometry, angles, triangles, quadrilaterals, polygons, congruent and similar figures, line symmetry,
and problem solving using a Venn diagram.
869
www.ck12.org
C HAPTER
10
Geometry and
Measurement
Chapter Outline
10.1
A REA OF A PARALLELOGRAM
10.2
U NKNOWN D IMENSIONS OF PARALLELOGRAMS
10.3
T RIANGLE A REA
10.4
U NKNOWN D IMENSIONS OF T RIANGLES
10.5
PI
10.6
C IRCLE C IRCUMFERENCE
10.7
D IAMETER OR R ADIUS OF A C IRCLE G IVEN C IRCUMFERENCE
10.8
A REA OF A C IRCLE
10.9
R ADIUS OR D IAMETER OF A C IRCLE G IVEN A REA
10.10
A REAS OF C OMBINED F IGURES I NVOLVING C IRCLES
10.11
C IRCLE G RAPHS TO D ISPLAY DATA
10.12
C LASSIFICATION OF S OLID F IGURES
10.13
FACES , E DGES , AND V ERTICES OF S OLIDS
10.14
S URFACE A REA OF P RISMS
10.15
VOLUME OF P RISMS U SING U NIT C UBES
10.16
VOLUME OF P RISMS
10.17
S URFACE A REA OF C YLINDERS
10.18
VOLUME OF C YLINDERS
10.19
P ROBLEM S OLVING P LAN , S OLVE A S IMPLER P ROBLEM
Introduction
content of each Concept. Students are given opportunities to practice the skills of each Concept through realworld situations, examples, guided practice and independent practice sections. In this tenth chapter, Geometry and
Measurement, students will engage in many Concepts including information about geometry and measurement,
including the area of parallelograms, area of triangles, circumference of circles, area of circles, classifying solid
figures, surface area and volume of prisms, surface area and volume of cylinders, and the problem solving strategy
of solving a simpler problem.
870
www.ck12.org
Chapter 10. Geometry and Measurement
10.1 Area of a Parallelogram

Here youll learn to find the area of parallelograms given a base and a height.
Jillians grandmother is coming to spend the summer with Jillian and her family. Jillian is very excited. Not only
does Jillian love talking and visiting with her grandmother, but she loves to watch her sew. Jillians grandmother is a
quilter and has been for some time. When Jillian visited during the holidays she told Jillian that she would help her
make a quilt over the summer. Jillian can hardly wait to begin!!
The day after Jillians grandmother arrived, she and Jillian began planning for the first square of Jillians quilt. Her
grandmother has selected a 12 quilt square for Jillian to start with. The square is made up of parallelograms and
right triangles.
Jillian knows about parallelograms from school, but transferring the information to the quilt square has her puzzled.
Here is a picture of the square that Jillian is going to make.
The quilt square is made up of 8 parallelograms. Each one has a base length of 3 12 inches, sides 3 inches long, and a
height of 2 inches.
Here is a picture of what one looks like.
871
10.1. Area of a Parallelogram
www.ck12.org
Jillian needs to figure out the area of each parallelogram and then multiply that number by 8 so she will know how
much material she will need for the 8 parallelograms in this first square.
Jillian is puzzled. She cant remember how to figure this out. She knows that the area of a parallelogram is related
to the area of a rectangle, but she cant remember how to connect them.
This is where you can help. This Concept will teach you how to help Jillian. Pay close attention and we will
come back to this problem at the end of the Concept.
Guidance
In the opening problem, Jillian knew that the area of a parallelogram was related to the area of a rectangle but she
couldnt remember how to make the connection. Lets begin by looking at the area of a rectangle and then see if we
can connect this to the area of a parallelogram.
First, what is area?
Area is the space that is contained within the perimeter of a shape. When we talk about area we are referring to the
surface or covering of something.
How do we find the area of a rectangle?
To find the area of a rectangle, we need to find the measurement for the inside of a rectangle.
Here is a rectangle. It has a width and a length. We can find the area of a rectangle by multiplying the length times
the width.
5 10 = 50 square inches
Notice that we multiplied units, so our answer is in square inches not just inches.
872
www.ck12.org
Many of us remember how to do this with a little review. Now lets relate this to finding the area of a
parallelogram.
We can look at the area of the rectangle in square units.
This rectangle is 18 units. We multiply the width of two times the length of 9 and get the area of 18 square
units.
Next, we look at a parallelogram.
If we take off the two triangles on the ends, you can see that the parallelogram is a lot like the rectangle.
The big difference is in the angles. The rectangle has right angles in it so multiplying by the length and the width
is challenging. The parallelogram has a height instead.
In this parallelogram we have a base of 8 and a height of 2.
8 2 = 16
The area of the parallelogram is 16 square units.
How did we do that?
Well, in figuring out the area of a rectangle, we multiplied the length times the width.
To find the area of a parallelogram, we multiply the base times the height.
873
www.ck12.org
We can also find the area of a parallelogram if we know the base and the height.
If we have the base of the parallelogram and its height, we can figure out the area of the parallelogram. We
multiply one by the other. In this way, the formula is very much like the one we use for rectangles, where we
multiply the length times the width.
To find the area of this parallelogram, we multiply the base times the height.
A = bh
A = (3)(8)
A = 24 sq. inches
Practice a few of these on your own. Find the area of the following parallelograms.
Example A
Solution: 12 sq. cm.

Example B
Base = 9 inches, Height = 3.5 inches

Solution: 31.5 sq. in
874
www.ck12.org
Example C
Base = 5 inches, Height = 3 inches

Solution: 15 sq. in
Remember Jillian and her quilt square? Here is the problem once again.
Jillians grandmother is coming to spend the summer with Jillian and her family. Jillian is very excited. Not only
does Jillian love talking and visiting with her grandmother, but she loves to watch her sew. Jillians grandmother is a
quilter and has been for some time. When Jillian visited during the holidays she told Jillian that she would help her
make a quilt over the summer. Jillian can hardly wait to begin!!
The day after Jillians grandmother arrived, she and Jillian began planning for the first square of Jillians quilt. Her
grandmother has selected a 12 quilt square for Jillian to start with. The square is made up of parallelograms and
right triangles.
Jillian knows about parallelograms from school, but transferring the information to the quilt square has her puzzled.
Here is a picture of the square that Jillian is going to make.
The quilt square is made up of 8 parallelograms. Each one has a base length of 3 12 inches, sides 3 inches long, and a
height of 2 inches.
Here is a picture of what one looks like.
Jillian needs to figure out the area of each parallelogram and then multiply that number by 8 so she will know how
much material she will need for the 8 parallelograms in this first square.
Jillian is puzzled. She cant remember how to figure this out. She knows that the area of a parallelogram is related
to the area of a rectangle, but she cant remember how to connect them.
Next, we can help Jillian figure out the area of one of the parallelograms by using the formula that we learned in this
Concept.
A = bh
A = 3.5(2)
A = 7 square inches
Each parallelogram will be seven square inches.
Now we need 8 parallelograms. Lets multiply our result by 8.
7 8 = 56 square inches
Jillian will need 56 square inches of fabric. If we convert that to feet, 1 foot = 12 inches, so 1 foot x 1 foot = 12
inches x 12 inches = 144 square inches in every square foot. Jillian will need between 1/3 and 1/2 square feet
of fabric to have enough for the 8 parallelograms.
875
www.ck12.org
Guided Practice

What is the area of a parallelogram with a base of 4.5 feet and a height of 2.5 feet?
Answer
To find this out, we use the formula.
A = bh
Now we substitute in the given values.
A = (4.5)(2.5)
A = 11.25
sq. feet
This is our answer.
Video Review
MEDIA
Khan Academy, Area of a Parallelogram

Explore More
Directions: Find the area of each parallelogram using the given dimensions.
1. Base = 7 inches
Height = 4 inches
2. Base = 8 cm
Height = 2 cm
3. Base = 9 inches
Height = 4 inches
4. Base = 10 feet
Height = 5 feet
876
www.ck12.org
5. Base = 7 inches
Height = 6 inches
6. Base = 10 meters
Height = 8 meters
7. Base = 11 feet
Height = 9 feet
8. Base = 12 meters
Height = 10 meters
9. Base = 5 inches
Height = 4.5 inches
10. Base = 8.5 feet
Height = 2.5 feet
11. Base = 9.5 feet
Height = 3 feet
12. Base = 6.5 feet
Height = 3.5 feet
13. Base = 9.5 cm
Height = 2 cm
14. Base = 15 feet
Height = 12 feet
15. Base = 150 miles
Height = 20 miles
877
10.2. Unknown Dimensions of Parallelograms
www.ck12.org
10.2 Unknown Dimensions of Parallelograms

Here youll learn how to find unknown dimensions of parallelograms given the area and another dimension.
Have you ever watched someone else work on a project?
Jillian loves watching the other women work on their quilt squares. One of the ladies, Marie, came with her quilt
pattern already cut out. The quilt square was designed to be filled with parallelograms and triangles.
"How much material are you using for one parallelogram?" Jillian asked her.
"I am using 18 square inches of material," Marie told Jillian.
Jillian watched her measure the length of the base of the parallelogram and noticed that it was 6 inches long.
"Hmmm," thought Jillian. "Now I can figure out the height of the parallelogram."
Can you use this given information to figure out the height?
This Concept is all about finding unknown dimensions of parallelograms. Pay close attention and you will
know how to do this at the end of the Concept.
Guidance
We can also work to figure out a missing dimension if we have been given the area and another measurement.
We can be given the area and the height or the area and the base.
This is a bit like being a detective. You will need to work backwards to figure out the missing dimension.
Lets look at figuring out the base first.
A parallelogram has an area of 48 square inches and a height of 6 inches. What is the measurement of the base?
878
www.ck12.org
To figure this out, lets look at what we know to do. The area of a parallelogram is found by multiplying the base
and the height. If we are looking for the base or the height, we can work backwards by dividing.
We divide the given area by the given height or given base.
48 6 = 8
The measurement of the base is 8 inches.
This will work the same way if we are looking for the height.
A parallelogram has an area of 54 square feet and a base of 9 feet. What is the height of the parallelogram?
We start by working backwards. We get the area by multiplying, so we can take the area and divide by the given
base measurement.
54 9 = 6
The measurement of the height is 6 feet.
Practice a few of these on your own. Find the missing height or base using the given measurements.
Example A
Area = 25 square meters

Base = 5 meters
Solution: The height is 5 meters.
Example B
Area = 81 square feet

Base = 27 feet
Solution: The height is 3 feet.
Example C
Area = 36 square inches

Height = 2 inches
Solution: The base is 18 inches.
Now back to Jillian and the quilt squares. Here is the original problem once again.
879
10.2. Unknown Dimensions of Parallelograms
www.ck12.org
Jillian loves watching the other women work on their quilt squares. One of the ladies, Marie, came with her quilt
pattern already cut out. The quilt square was designed to be filled with parallelograms and triangles.
"How much material are you using for one parallelogram?" Jillian asked her.
"I am using 18 square inches of material," Marie told Jillian.
Jillian watched her measure the length of the base of the parallelogram and noticed that it was 6 inches long.
"Hmmm," thought Jillian. "Now I can figure out the height of the parallelogram."
To figure this out, we have to divide the given area by the given base. This will give us the height.
18 6 = 3
The height of the parallelogram is 3 inches.
Guided Practice

The area of the parallelogram is 169 square feet. The length of the base is 13 inches. What is the height?
Answer
To figure this out, we have to divide the given area by the length of the base. This will give us the height.
169 13 = 13
The height of the parallelogram is 13 inches.
Video Review
MEDIA
Khan Academy, Area of a Parallelogram

Explore More
Directions: Use the given area and other dimension to find the missing base or height.
1. Area = 22 sq. inches
Base = 11 inches
2. Area = 50 sq. miles
Base = 10 miles
3. Area = 48 sq. inches
Base = 8 inches
4. Area = 30 sq. meters
880
www.ck12.org
Base = 15 meters
5. Area = 45 sq. feet
Height = 3 feet
Height = 8 feet
Height = 11 feet
8. Area = 160 sq. miles
Height = 20 miles
9. Area = 90 sq. meters
Height = 30 meters
Base = 25 feet
Base = 20 feet
Base = 12 feet
Base = 20 feet
Base = 200 feet
Base = 100 feet
881
10.3. Triangle Area
www.ck12.org
10.3 Triangle Area

Here youll learn to find the areas of triangles given a base and a height.
Have you ever tried to figure out the area of a triangle?
Now that Jillian has figured out the parallelograms, she is on to the triangles. There are right triangles in the quilt
block that she is working on with her grandmother. Jillian needs to figure out the area of each triangle so that she
can calculate the size of the triangle and the amount of fabric that she will need to make them all.
Here is the quilt block once again.
There are 16 right triangles in the quilt block. The good news for Jillian is that they all have the same dimensions.
Here are the dimensions of the triangle.
882
www.ck12.org
Each side of the triangle is three inches. Given these measurements, what is the area of one of the triangles? What
is the area for 16 triangles?
Jillian is puzzled. She just figured out how to find the area of a parallelogram and now she is on to triangles. Jillian
knows that the triangle and the square are related, she just isnt sure how.
Use the information in this Concept to learn about finding the area of a triangle!
Guidance
Think back to the dilemma you just read. When Jillian looked at the triangles, she could see that they were related
to squares. In fact, triangles are related to parallelograms, and a square is a type of parallelogram.
How is a triangle related to a parallelogram?
Lets look at a parallelogram and see if we can figure out the connection.
Here is a parallelogram. If you look at it carefully, you will notice that we can divide the parallelogram into two
triangles.
A rectangle is a type of parallelogram. We can divide a rectangle into two triangles also.
Notice that a rectangle is divided into two right triangles.

A square is a type of rectangle. We can divide a square into two triangles also.
883
10.3. Triangle Area
www.ck12.org
We have two right triangles here too.

If a parallelogram can be divided into two triangles, then what can we say about the area of a triangle?
Based on this information, we could say that the area of a triangle is one-half the area of a parallelogram. Lets look
at how this works.
What is the area of this parallelogram?
We find the area of the parallelogram by multiplying the base times the height.
A = bh
A = 2(5)
A = 10 sq. inches.
A parallelogram can be divided into two triangles.
We can divide the area of the parallelogram in half and that will give us the area of one of the triangles.
10 2 = 5 sq. inches
Based on this information, we can write the following formula for finding the area of a triangle.
1
A = bh
2
If you think about this it makes perfect sense. A triangle is one-half of a parallelogram, so the formula for the
parallelogram multiplied by one-half is the formula for finding the area of a triangle. Said another way, the area of
the parallelogram is divided in half to find the area of a triangle.
Now put this information into practice. Take the area of the following parallelograms and find the area of one of the
triangles inside the parallelogram.
Example A
Area of a rectangle is 12 sq. inches

Solution: 6 sq. inches
884
www.ck12.org
Example B
Area of a parallelogram is 24 sq. feet

Solution: 12 sq. feet
Example C
Area of a parallelogram is 18 sq. feet

Solution: 9 sq. feet
Here is the original problem once again. Use what you learned about finding the area of a triangle to help Jillian
with her quilt block.
Now that Jillian has figured out the parallelograms, she is on to the triangles. There are right triangles in the quilt
block that she is working on with her grandmother. Jillian needs to figure out the area of each triangle so that she
can calculate the size of the triangle and the amount of fabric that she will need to make them all.
Here is the quilt block once again.
There are 16 right triangles in the quilt block. The good news for Jillian is that they all have the same dimensions.
Here are the dimensions of the triangle.
Each side of the triangle is three inches. Given these measurements, what is the area of one of the triangles? What
is the area for 16 triangles?
Jillian is puzzled. She just figured out how to find the area of a parallelogram and now she is on to triangles. Jillian
knows that the triangle and the square are related, she just isnt sure how.
885
10.3. Triangle Area
www.ck12.org
First, Jillian needs to find the area for one of the triangles. To do this, she can use the formula for finding the area of
a triangle.
1
A = bh
2
1
A = (3)(3)
2
A = 4.5 square inches
Wow! Jillian is a bit nervous about every triangle having an area of 4.5 inches. That might be hard to manage.
However, Jillian has another idea. If each triangle has an area of 4.5 inches, then each square has an area of 9 inches.
Think about this-a nine inch square will be easier to cut in half and get two equal triangles.
If Jillian needs 16 triangles, then she can cut 8 nine inch squares, then she will have enough because each square can
be cut into two triangles.
How much material will she need?
If each square is 3 3 or has an area of 9 and Jillian needs eight squares, then the area of material is 9 8.
Jillian will need 72 square inches of material for the triangles.
Guided Practice

Sometimes, you will have a figure that uses both triangles and another figure like a parallelogram. We can find the
area of the individual parts, add them together and find the total area of the entire figure. Here are a few problems
that use these skills.
Here are a series of triangles that line the center median of a city street. The triangles are overlapping.
886
www.ck12.org
Lets say that that the first triangle has a base of 6 feet and a height of 5 feet. What is the area of the triangle?
Answer
1
A = bh
2
1
A = (6)(5)
2
1
A = (30)
2
A = 15 square f eet
Lets say that there are eight triangles in this strip of median. We can take the area of one of the triangles and multiply
it by 8.
15(8) = 120 square feet
This is the area of the median. We were able to use the area of each triangle to find the total area of the
median.
Here we have a rectangle and a triangle together. If we want to find the total area of the figure, we need to find the
area of the rectangle and the area of the triangle and then find the total sum.
Area of the rectangle
A = lw
A = 3(5)
A = 15 sq. meters
Area of the triangle
1
A = bh
2
1
A = (3)(1.5)
2
A = 2.25 sq. meters
Now we add the two areas together.
Area of rectangle + area of triangle = total area of figure
15 sq. meters + 2.25 sq. meters = 17.25 sq. meters
The total area is 17.25 square meters.
887
10.3. Triangle Area
www.ck12.org
Video Review
MEDIA
James Sousa, Example of the Area of a Triangle
Explore More
Directions: Find the area of each triangle.

1.
Base = 10 in, Height = 4 in

2.
Base = 16 meters, Height = 10 meters

3.
888
www.ck12.org
Base = 8 in, Height = 6.5 in

4.
Base = 10 cm, Height = 7 cm

5.
Base = 5 ft, Height = 8.5 feet

Directions: Find the area of each triangle given the base and height.
6. Base = 4 in
Height = 5 in
7. Base = 6 in
Height = 4 in
889
10.3. Triangle Area

8. Base = 8 ft
Height = 7 ft
9. Base = 10 meters
Height = 8 meters
10. Base = 10 meters
Height = 5 meters
11. Base = 12 feet
Height = 14 feet
12. Base = 11 feet
Height = 6 feet
13. Base = 14 inches
Height = 8 inches
14. Base = 22 feet
Height = 19 feet
15. Base = 30 cm
Height = 28 cm
16. Base = 18 inches
Height = 16 inches
Height = 10 meters
Height = 5.5 meters
19. Base = 12.5 feet
Height = 2.5 feet
20. Base = 13.75 inches
Height = 1.5 inches
890
www.ck12.org
www.ck12.org
10.4 Unknown Dimensions of Triangles

Here youll find the unknown dimensions of triangles given the area and another dimension.
Remember Marie from the Unknown Dimensions of Parallelograms Concept? Well, Marie also had triangles. Take
a look.
Jillian enjoyed working on her quilt square next to Marie. Marie was very patient and also offered Jillian a lot of
support. Maries quilt square was made up of parallelograms and also triangles.
One of the triangles had an area of 8 square inches with a base of 4 inches.
Jillian is wondering about the height of the triangle.
Do you know how to figure it out?
This Concept is about figuring out missing dimensions. You will know how to solve this problem by the end
of it.
Guidance
What happens if you have been given the area of a triangle and one other dimension?
When this happens, you have to be a detective and figure out the missing dimension. For instance, if you have been
given the area and the base of a triangle, then you have to figure out the height. If you have been given the area and
the height then you have to figure out the base.
You have to be a detective!
Now lets use the formula for finding the area of a triangle to solve this problem. Remember, you will need your
detective skills.
A triangle has an area of 36 square inches and a height of 6 inches. What is the measure of the base?
To figure this out, we start by looking at the formula for finding the area of a triangle.
1
A = bh
2
Next, we fill in the given information.
1
36 = (6)b
2
To solve this problem, we need to first multiply one-half by six.
891
10.4. Unknown Dimensions of Triangles
www.ck12.org
36 = 3b
Next, we need to solve for the base. We do this by thinking about what number times three is equal to thirty-six.
You could also think of it as dividing thirty-six by 3.
Our answer is 12. The base of this triangle is 12 inches.
Example A
A triangle has an area of 42 sq. ft. If the base is 12 feet, what is the measure of the height?
Solution: 7 feet
Example B
A triangle has an area of 16 sq. cm. If the height of the triangle is 4 cm, what is the measure of the base?
Solution: 8 cm
Example C
A triangle has an area of 40 sq. meters and a base of 10. What is the height?
Solution: 8 meters
Now lets go back to the dilemma with Jillian and the quilt square.
Jillian enjoyed working on her quilt square next to Marie. Marie was very patient and also offered Jillian a lot of
support. Maries quilt square was made up of parallelograms and also triangles.
One of the triangles had an area of 8 square inches with a base of 4 inches.
Jillian is wondering about the height of the triangle.
Now you should know how to figure this out. Lets go through the steps.
1
A = bh
2
892
www.ck12.org
1
8 = (4)h
2
To solve this problem, we need to first multiply one-half by 4.
8 = 2h
Next, we need to solve for the base. We do this by thinking about what number times two is equal to eight. You
could also think of it as dividing eight by 2.
Our answer is 4 . The height of this triangle is 4 inches.
This is our answer.
Guided Practice

The area of the triangle is 48 square feet. The base of the triangle is 12 feet. What is the height?
Answer
Lets go through the steps to figure out this problem.
1
A = bh
2
1
48 = (12)h
2
To solve this problem, we need to first multiply one-half by 12.
48 = 6h
Next, we need to solve for the base. We do this by thinking about what number times six is equal to forty- eight.
You could also think of it as dividing forty - eight by 6.
Our answer is 8 . The height of this triangle is 8 feet.
This is our answer.
893
10.4. Unknown Dimensions of Triangles
www.ck12.org
Video Review
MEDIA
James Sousa, Example of the Area of a Triangle

Explore More
Directions: Find the missing dimension of the triangle given an area and a base or height.
1. Area = 15 sq. in, Base = 10 in, what is the height?
2. Area = 40 sq. in, Base = 20 in, what is the height?
3. Area = 24 sq. ft, Base = 8 ft, what is the height?
4. Area = 16 sq. m, Base = 8 m, what is the height?
5. Area = 25 sq. in, height = 5 in, what is the base?
6. Area = 36 sq. ft, Height = 6 ft, what is the base?
7. Area = 54 sq. cm, Height = 9 cm, what is the base?
8. Area = 80 sq. meters, Base = 16 meters, what is the height?
894
www.ck12.org
10.5 Pi
Here youll learn to identify pi as the ratio of diameter to circumference in a circle.
Have you ever tried to find the right tablecloth to put on a table? Jillian is about to tackle just that task.
Jillian is trying to find the right table cloth for the round table where the quilters will work. She has measured the
distance across the table.
"There has to be a connection between the distance across the table and the distance around it," she thinks to herself.
Is Jillian correct?
In this Concept, you will learn about pi and this question will be answered.
Guidance
To work with circles, we first need to review the parts of a circle. Lets begin there.
We can measure several key parts of a circle. We can measure the distance across the center of the circle. This
distance is called the diameter of the circle.
Here is a picture of the diameter.
We can measure the distance from the center of the circle to the outer edge. This distance is called the radius. Notice
that the radius is one-half of the measure of the diameter.
Here is a picture of the radius.
895
10.5. Pi
www.ck12.org
We can measure the perimeter of the circle too. This distance is called the circumference of the circle.
To understand things about circles, lets travel back in time.
We have traveled all the way back to a time when the Greeks were discovering all sorts of things about mathematics.
They were puzzled by mathematics and by the relationships between different measurements and geometry. The
Greeks were famous for investigating ratios and proportions. When they studied different things, they knew that
there was a connection between shapes and their measurements. Some of the Greeks thought a lot about circles.
Although the Babylonians had been investigating circles too, it was a Greek man named Archimedes who is credited
with figuring out that there is a relationship between the diameter and circumference of a circle.
896
www.ck12.org
Archimedes discovered that if you take the distance across the circle and stretch it around the circumference, that
the length of the diameter will go around the circle 3 and a bit more times.
Lets say that the diameter of this circle is 5 cm, in that case the circumference of the circle is three and a little more
times the 5 cm, or a little less than 16 cm.
We say that the ratio of the diameter to the circumference is pi. We use the number 3.14 for pi because the
actual ratio is a non-terminating decimal, which means it cannot be written precisely as a numeral since the
decimal places never end or form a pattern. However, using two decimal places for pi works for estimating
the circumference of the circle.
Here is the symbol for pi. When you see this symbol, you can use 3.14 in your arithmetic.
Think about what you have learned and answer these questions.
Example A
Who was the first person to figure out the relationship between the diameter and the circumference?
Solution: Archimedes
Example B
What is the distance across the circle called?

Solution: The diameter
Example C
What is the distance around the circle called?

Solution: The circumference
Now lets go back to Jillian and the question about the tablecloth.
897
10.5. Pi
www.ck12.org
Jillian is trying to find the right table cloth for the round table where the quilters will work. She has measured the
distance across the table.
"There has to be a connection between the distance across the table and the distance around it," she thinks to herself.
Is Jillian correct?
Jillian is correct. The ratio of the diameter to the circumference is what she is thinking about. This important
measurement called "pi" is indicated with the value 3.14. When we work with circles, it is important to always
remember pi.
Guided Practice

If the radius of a circle is 3, what is the diameter?
Answer
To answer this question, you must know the definitions of radius and diameter. The radius is one - half the diameter
of a circle.
The answer is 6.
Video Review
MEDIA
Khan Academy: Circles: Radius, Diameter and Circumference

Explore More
Directions: Given each radius, identify the diameter.

1. r = 4 in.
2. r = 6 in
3. r = 5 in
4. r = 12 in
898
www.ck12.org
5. r = 16 ft.
6. r = 28 mm.
7. r = 12.5 ft.
8. r = 1.25 m
Directions: Given each diameter, identify the radius.
9. d = 12 m
10. d = 18 m
11. d = 12.5 in
12. d = 18.5 ft
13. d = 9.8 in
14. d = 1.45 mm
15. d = 1.75 ft
16. d = 2.5 ft
17. d = 221.25 m
899
10.6. Circle Circumference
www.ck12.org
10.6 Circle Circumference

Here youll learn to find the circumference of circles given the radius or diameter.
Have you ever had a grandparent visit?
Jillian loves having her grandmother at her house for the summer. About halfway through the visit, Jillians
grandmother receives a phone call from one of her quilting friends. The quilting group that her grandmother is
a part of has decided to come for the weekend. Jillian is so excited she can hardly wait.
My, I hope we have enough room for everyone, Jillians grandmother tells her after getting the phone call.
How much room does each person need? Jillian asks, looking at the round table in the dining room.
Each quilter needs about 2 feet of space to work, and there are six women coming to visit, plus you and me, that
makes eight quilters.
Jillian looks at the table in the dining room again. It is a circle with a diameter of 6 feet across.
How can Jillian figure out if everyone will fit at the table?
Jillian will need to figure out the distance around the table or the circumference of the circle of the table. Then she
can figure out if all 8 people will have 2 feet to work.
You will have to figure this out too. In this Concept you will learn all about the circumference of a circle. Pay
close attention and then youll be able to help Jillian with her problem.
Guidance
In the last Concept, you learned about the relationship between the diameter and circumference of a circle, so now
we can work on figuring out the circumference using a formula and pi.
To figure out the circumference of the circle, we multiply the diameter of the circle times pi or 3.14.
C = d
Remember, whenever you see the symbol for pi, you substitute 3.14 in when multiplying.
Find the circumference.
900
www.ck12.org
The diameter of the circle is 6 inches. We can substitute this given information into our formula and solve for
the circumference of the circle.
C = d
C = 6(3.14)
C = 18.84 inches
Our answer is 18.84 inches.

What if we have been given the radius and not the diameter?
Find the circumference.
Remember that the radius is one-half of the diameter. You can solve this problem in two ways.
1. Double the radius right away and then use the formula for diameter to find the circumference. OR
2. Use this formula:
901
www.ck12.org
C = 2r
Lets use the formula to find the circumference of the circle.
C = 2(3.14)(4)
C = 3.14(8)
C = 25.12 cm
Our answer is 25.12 cm.
Practice a few of these on your own. Find the circumference given the radius or diameter.
Example A
d = 5 in
Example B
r = 3 in
Example C
d = 2.5 cm
Solution: 7.85 cm
Jillian loves having her grandmother at her house for the summer. About halfway through the visit, Jillians
grandmother receives a phone call from one of her quilting friends. The quilting group that her grandmother is
a part of has decided to come for the weekend. Jillian is so excited she can hardly wait.
My, I hope we have enough room for everyone, Jillians grandmother tells her after getting the phone call.
How much room does each person need? Jillian asks, looking at the round table in the dining room.
Each quilter needs about 2 feet of space to work, and there are six women coming to visit, plus you and me, that
makes eight quilters.
Jillian looks at the table in the dining room again. It is a circle with a diameter of 6 feet across.
How can Jillian figure out if everyone will fit at the table?
Jillian will need to figure out the distance around the table or the circumference of the circle of the table. Then she
can figure out if all 8 people will have 2 feet to work.
First, lets look at a picture of the table in Jillians house.
902
www.ck12.org
Diameter = 6 feet
Next, Jillian needs to find the circumference. Here is the formula we can use to help her out.
C = d
C = (3.14)(6)
C = 18.84 f eet
Next, Jillian needs to figure out if all eight people will fit given the circumference and the fact that each person needs
two feet of space.
If we divide the circumference by the two feet of space, we will know if 8 people can fit around the table.
9.42
2)18.84
Given this work, 9 and almost one-half people can fit at the table.
Jillian shows this work to her grandmother, who is very pleased. The entire group can work together and
have a little extra space left over.
Guided Practice

What is the circumference of a circle with a diameter of 5.5 feet?
Answer
The diameter is 5.5 feet. We can substitute this value into the formula for circumference.
C = d
C = (3.14)(5.5)
C = 17.27 f eet
The answer is 17.27 feet.
Video Review
903
www.ck12.org
MEDIA
Khan Academy, Circumference of a Circle
MEDIA
James Sousa, Example of Determining the Circumference of a Circle

Explore More
Directions: Find the circumference of each circle given the diameter.

1. d = 5 in
2. d = 8 in
3. d = 9 cm
4. d = 3 cm
5. d = 10 f t
6. d = 15 f t
7. d = 11 m
8. d = 13 f t
9. d = 17 f t
10. d = 20 in
Directions: Find the circumference of each circle given the radius.
11. r = 2.5 in
12. r = 4 in
13. r = 4.5 cm
14. r = 1.5 cm
15. r = 5 f t
16. r = 7.5 f t
17. r = 5.5 m
18. r = 6.5 f t
19. r = 8.5 f t
20. r = 10 in
904
www.ck12.org
10.7 Diameter or Radius of a Circle Given Circumference

Here youll find the diameter or radius of a circle given the circumference.
Jillian has done a lot of work to figure out the measurements of the round table where the quilters are working. What
about if there was a smaller table?
Jillians mom brought out a smaller circular table for coffee and tea. The circumference of the table is 12.56 feet. If
this is the case, what is the diameter of this circular table?
Can you figure this out? It is a bit like a puzzle.
This Concept will teach you the steps for figuring out problems just like this one.
Guidance
What happens if you are given the circumference but not the radius or the diameter? Can you still solve for one or
the other?
Working in this way is a bit tricky and will require us to play detectives once again. You will have to work backwards
to figure out the radius and/or the diameter when given only the circumference.
Find the diameter of a circle with a circumference of 21.98 feet.

To work on this problem, we will need our formula for finding the circumference of a circle.
C = d
21.98 = (3.14)d
To solve this problem we need to figure out what times 3.14 will give us 21.98. To do this, we divide 21.98 by 3.14.
3.14)21.98
Remember dividing decimals? First, we move the decimal point two places to make our divisor a whole number.
Then we can divide as usual.
905
10.7. Diameter or Radius of a Circle Given Circumference
www.ck12.org
314)2198
The diameter of this circle is 7 feet.
How could we figure out the radius once we know the diameter?
We can figure out the radius by dividing the diameter in half. The radius is one-half the measure of the diameter.
7 2 = 3.5
The radius of the circle is 3.5 feet.
Try a few of these on your own. Figure out the diameter given the circumference of the circle.
Example A
C = 31.4 m
Solution: 10 m
Example B
C = 28.26 in
Solution: 9 inches
Example C
C = 23.55 in
Jillian has done a lot of work to figure out the measurements of the round table where the quilters are working. What
about if there was a smaller table?
Jillians mom brought out a smaller circular table for coffee and tea. The circumference of the table is 12.56 feet. If
this is the case, what is the diameter of this circular table?
Can you figure this out? It is a bit like a puzzle.
To solve this problem, we can use the same steps as we did in the guidance section up above.
To work on this problem, we will need our formula for finding the circumference of a circle.
C = d
12.56 = (3.14)d
906
www.ck12.org
3.14)12.56
314)2198
Guided Practice

What is the radius of a circle with a circumference of 34.54 feet?
Answer
To figure this out, you need to follow the steps that were presented earlier in the Concept.
First, you will need our formula for finding the circumference of a circle.
C = d
Next, you fill in the given information. Notice that although you want to find the radius, you must start by identifying
the diameter.
34.54 = (3.14)d
3.14)34.54
11
314)3454
The radius is half of the diameter.
The radius of this circle is 5.5 feet.
907
10.7. Diameter or Radius of a Circle Given Circumference

Video Review
MEDIA
Khan Academy, Circumference of a Circle
MEDIA
James Sousa, Example of Determining the Circumference of a Circle

Explore More
Directions: Find the diameter of each circle given the circumference.

1. C = 37.68 in
2. C = 40.82 in
3. C = 18.84 in
4. C = 28.26 ft.
5. C = 56.52 m
6. C = 17.27 m
7. C = 19.468 ft
8. C = 30.772 ft
Directions: Find the radius of each circle given the circumference.
9. C = 25.2 in
10. C = 37.68 in
11. C = 12.56 in
12. C = 15.7 ft
13. C = 7.85 m
14. C = 50.24 m
15. C = 21.98 m
16. C = 14.13 ft
908
www.ck12.org
www.ck12.org
10.8 Area of a Circle

Here youll learn to find areas of circles given the radius or the diameter.
Do you know the area of a circle is? Well to think about this, lets look once again at the small round table at Jillians
house.
In an earlier Concept, you learned how to measure around the edge of the circumference using the diameter or the
radius. The diameter of this table is 4 feet.
Now, you are going to learn how to measure the flat top of the circle. The space inside the circumference of a circle
is known as the area of the circle.
Given the diameter, what is the area of this table?
This Concept is all about calculating area. By the end of it, you will know how to solve this problem.
Guidance
In an earlier Concept, you learned about the parts of a circle and about finding the circumference of a circle. This
Concept is going to focus on the inside of the circle. The inside of a circle is called the area of the circle.
What is the area of a circle?
Remember back to working with quadrilaterals? The area of the quadrilateral is the surface or space inside the
quadrilateral. Well, the area of a circle is the same thing. It is the area inside the circle that we are measuring.
In this picture, the area of the circle is yellow. How do you measure the area of a circle?
To figure out the area of a circle, we are going to need a couple of different measurements. The first one is pi. We will
need to use the numerical value for pi, or 3.14, to represent the ratio between the diameter and the circumference.
The next measurement we need to use is the radius. Remember that the radius is the distance from the center of a
circle to the edge, or is 1/2 of the circles diameter.
909
10.8. Area of a Circle
www.ck12.org
We calculate the area of a circle by multiplying the radius squared (multiplied by itself) by pi (3.14).
Here is the formula.
A = r2
Find the area of the circle.
Next, we use our formula and the given information.
A = r2
A = (3.14)(32 )
A = (3.14)(9)
A = 28.26 mm2
910
www.ck12.org
What about if you have been given the diameter and not the radius?
If you have been given the diameter and not the radius, you can still figure out the area of the circle. You start by
dividing the measure of the diameter in half since the radius is one-half the measure of the diameter.
Then you use the formula and solve for area.
Notice that the diameter is 6 inches. We can divide this in half to find the radius.
6 2 = 3 inches = radius
Next, we substitute the given values into the formula and solve for the area of the circle.
A = r2
A = (3.14)(32 )
A = (3.14)(9)
A = 28.26 in2
Now its time for you to try a few on your own. Find the area of the circle using the given radius or diameter.
Example A
r = 12 cm
Solution: 452.16 sq. cm.
Example B
r = 18 cm
Solution: 1017.36 sq. cm
Example C
d = 14 in
Solution: 153.86 sq. in.
Now lets go back to the original problem from the beginning of this Concept.
Do you know the area of a circle is? Well to think about this, lets look once again at the small round table at Jillians
house.
911
www.ck12.org
In an earlier Concept, you learned how to measure around the edge of the circumference using the diameter or the
radius. The diameter of this table is 4 feet.
Now, you are going to learn how to measure the flat top of the circle. The space inside the circumference of a circle
is known as the area of the circle.
Given the diameter, what is the area of this table?
If you have been given the diameter and not the radius, you can still figure out the area of the circle. You start by
dividing the measure of the diameter in half since the radius is one-half the measure of the diameter.
The diameter of the table is 4 feet, so the radius is 2 feet.
Then you use the formula and solve for area.
Next, we substitute the given values into the formula and solve for the area of the circle.
A = r2
A = (3.14)(22 )
A = (3.14)(4)
A = 12.56 f t 2
This is our answer.
Guided Practice

The diameter of a circle is 13 feet. What is the area of the circle?
Answer
To work on this problem, we must first divide the diameter in half to find the radius.
13 2 = 6.5
The radius is 6.5 feet.
Next, we substitute the given values into the formula for area and solve.
A = r2
A = (3.14)(6.52 )
A = (3.14)(42.25)
A = 132.665 f t 2
912
www.ck12.org
Next, we can round up the nearest hundredth.

The answer is 132.67 sq. feet.
Video Review
MEDIA
Khan Academy, Area of a Circle
MEDIA
James Sousa, Example of Determining the Area of a Circle

Explore More
Directions: Find the area of the following circles given the radius.
1. r = 4 in
2. r = 5 cm
3. r = 8 in
4. r = 2 cm
5. r = 7 m
6. r = 9 in
7. r = 10 f t
8. r = 11 cm
9. r = 20 f t
10. r = 30 miles
Directions: Find the area of the following circles given the diameter.
11. d = 10 in
12. d = 12 m
13. d = 14 cm
913

14. d = 16 f t
15. d = 18 in
16. d = 22 f t
17. d = 24 cm
18. d = 28 m
19. d = 30 m
20. d = 36 f t
914
www.ck12.org
www.ck12.org
10.9 Radius or Diameter of a Circle Given Area

Here youll learn to find the radius or diameter of a circle when you have been given the area.
Remember Jillian and the tables for the quilters?
Well, Marie mentioned to Jillian that when she quilts at her home that she has a bigger table to work on. Marie said
that the area of the table is 113.04 square feet.
Jillian thinks that Marie said it that way to make her think of the math.
Can you think of the math in this way? What would the diameter of this table be? What would the radius be?
In this Concept, you will learn how to work backwards to figure out the radius or diameter of a circle when
given the area.
Guidance
Now that you know how to find the area of a circle given a radius or diameter, we can work backwards and use the
area to find the radius or the diameter.
It is time to use your detective skills again!!
The area of the circle is 153.86 in2 , what is the radius? What is the diameter?
This problem asks for you to figure out two different things. First, lets find the radius and then we can use that
measure to figure out the diameter.
Lets begin by using the formula for finding the area of a circle.
A = r2
153.86 = (3.14)r2
We substituted in the given information. We know the area, and we know that the measure for pi is 3.14. Next, we
can divide the area by pi. This will help to get us one step closer to figuring out the radius.
3.14)153.86
Remember, when you divide decimals, we move the decimal two places in the divisor and the dividend. Here is
our new division problem.
314)15386
915
10.9. Radius or Diameter of a Circle Given Area
www.ck12.org
Yes. It is a large number to divide, but dont let that stop you. Just work through it step by step and you will be able
to find the correct answer!
49
314)15386
1256
2826
2826
0
So far, our answer is 49, but that is not the radius.
49 = r2
We need to figure out which number times itself is equal to 49.
Now we know that the radius is 7 because 7 7 = 49.

The radius is 7 inches.
What is the diameter?
The measure of the radius is one-half the measure of the diameter. If the radius is 7, then the diameter is double that.
7 2 = 14
The diameter is 14 inches.
916
www.ck12.org
Warning! Working backwards is tricky! Be sure that you take your time when working through problems!
Example A
If the area of a circle is 12.56 cm2 . What is the radius? What is the diameter?
Solution: Radius = 2 cm, Diameter = 4 cm
Example B
If the area of a circle is 200.96 m2 . What is the radius? What is the diameter?
Solution: Radius = 8 m, Diameter = 16 m
Example C
If the area of a circle is 379.94 m2 . What is the radius? What is the diameter?
Solution: Radius = 11 m, Diameter = 22 m
Remember Jillian and the tables for the quilters?
Well, Marie mentioned to Jillian that when she quilts at her home that she has a bigger table to work on. Marie said
that the area of the table is 113.04 square feet.
Jillian thinks that Marie said it that way to make her think of the math.
Can you think of the math in this way? What would the diameter of this table be? What would the radius be?
Lets begin by using the formula for finding the area of a circle.
A = r2
113.04 = (3.14)r2
Next, we divide 113.04 by 3.14.
113.04 3.14 = 36
Now we know we need to find the radius. We can figure this out by thinking "what times itself is equal to 36?"
917
10.9. Radius or Diameter of a Circle Given Area
www.ck12.org
Six!
The radius of the circular table is 6 feet.
The diameter of the circular table is 12 feet.
That is one big table!
Guided Practice

If the area of a circle is 314 sq. cm, what is the radius of the circle?
Answer
A = r2
314 = (3.14)r2
Next, we can divide 314 by 3.14.
100 = r2
The radius of the circle is 10 cm.
Video Review
MEDIA
Khan Academy, Area of a Circle
MEDIA
James Sousa, Example of Determining the Area of a Circle

Explore More
Directions: Use each area to find the radius of each circle.

918
www.ck12.org
1. A = 12.56 sq. cm
2. A = 28.26 sq. m
3. A = 50.24 sq. cm
4. A = 78.5 sq. ft
5. A = 153.86 sq. m
6. A = 200.96 sq. in
7. A = 254.34 sq. ft
8. A = 113.04 sq. miles
9. A = 452.16 sq. m
10. A = 615.44 sq. cm
11. A = 803.84 sq. in
12. A = 1017.36 sq. ft
13. A = 1256 sq. ft
14. A = 1384.74 sq. ft
15. A = 1962.5 sq. ft
919
10.10. Areas of Combined Figures Involving Circles
www.ck12.org
10.10 Areas of Combined Figures Involving Circles

Here youll learn to find areas of combined figures involving parts of circles.
Therese was working on her quilt at the table with the other quilters. When Jillian glanced at Thereses design, she
saw the following drawing.
Therese is clearly making a pattern with parts of circles that are combined with rectangles.
Can you figure out the area of this figure?
This Concept is all about figuring out the areas of combined figures. By the end of it, you will know how to
accomplish this task.
Guidance
Sometimes, there will be figures that arent quadrilaterals and they arent circles either, they are combined figures.
A combined figure is a figure that is made up of more than one type of polygon. You can still figure out the area of
combined figures, but you will have to think about how to do it!!
920
www.ck12.org
What is the area of the figure?
To solve this problem, you first have to look at which figures have been combined. Here you have one-half of a
circle and a rectangle.
We will need to figure out the area of the rectangle, the area of half of the circle and then add the two areas.
This will give us the area of the combined figure.
Lets start with the rectangle.
A = lw
The length of the rectangle is 6 inches. The width of the rectangle is 3 inches.
A = (6)(3)
A = 18 in2
Next, we find the area of the circle. We can start by noticing that the length of the rectangle is also the diameter of
the circle. The diameter of the circle is 6 inches. We can start by figuring out the area of one whole circle and then
divide that in half for the area of half of the circle.
If the diameter of the circle is 6 inches, then the radius is 3 inches. Remember that the radius is one-half of the
diameter.
921
www.ck12.org
A = r2
A = (3.14)(32 )
A = 28.26 in2
This is the area of the whole circle. Our figure only has half of a circle, so we divide this in half.
28.26 2 = 14.13 in
Now we combine the area of the rectangle with the area of the half circle. This will equal the area of the entire
figure.
18 + 14.13 = 32.13
The area of the figure is 32.13 in2 .
Try these on your own. Remember, separate the figure and find the area of the parts, then combine the areas.
Example A
Solution: 149.04 sq. inches

Example B
Can you figure out the area of a figure made up of two congruent circles? How?
Solution: You would figure out the area of both circles and then add them together.
Example C
Solution: 113.43 sq. inches

Now back to the quilt design from the beginning of the Concept.
Therese was working on her quilt at the table with the other quilters. When Jillian glanced at Thereses design, she
saw the following drawing.
922
www.ck12.org
Therese is clearly making a pattern with parts of circles that are combined with rectangles.
Can you figure out the area of this figure?
First, we have to find the area of the rectangle. We can do this by multiplying the length times the width. Then we
can find the area of the circle. If you notice, the width of the rectangle is also the diameter of the circle. This will
help us when we want to find the area of the circle.
Lets start with the rectangle.
A = lw
A = 6(8)
A = 48
The area is 48 square inches for the rectangle.
Now lets look at the semi-circle. If the diameter is the width which is 6 inches, then the radius is 3 inches. We can
find the area of a circle now.
A = r2
A = 3.14(32 )
A = 3.14(9)
A = 28.26 sq.inches
Now this is the area of a whole circle. We only need the area of a semi-circle. Lets divide this value in half.
The area of the semi-circle is 14.13 square inches.
Now we add the two areas together.
48 +14.13 = 62.13 square inches
The area of the entire figure is 62.13 square inches.
Guided Practice

923
Answer
First, we have to find the area of the rectangle.
A = (8)(24) = 192 sq. feet
Next we find the area of the circle as if it were a whole circle.
A = (3.14)r2
A = (3.14)122
A = (3.14)(144)
A = 452.16 sq. feet
Next, we divide that in half.
A = 226.08 sq. feet
Now we can add the area of the rectangle with the area of half of the circle.
192 + 226.08 = 418.08 sq. feet
Video Review
MEDIA
Khan Academy: Area of a Circle
MEDIA
Khan Academy: Area and Perimeter

924
www.ck12.org
www.ck12.org
Explore More
Directions: Use each image to answer the following questions.
1. Which two figures are pictured here?

2. What is the area of the rectangle?
3. What is the area of the circle if it were a whole circle?
4. What is the area of half of the circle?
5. What is the area of the whole figure?
6. What is the radius of this circle?

7. What is the diameter of this circle?
8. What is the circumference of this circle?
9. What is the area of the circle?
10. If this circle were half of a circle, what would the new area be?
925

11. What is the radius of this circle?
12. What is the diameter of this circle?
13. What is the circumference of this circle?
14. What is the area of the circle?
15. If this circle were half of a circle, what would the new area be?
926
www.ck12.org
www.ck12.org
10.11 Circle Graphs to Display Data

Here youll learn to display data using circle graphs.
Have you ever looked at statistics in a magazine or online?
Jillian loves quilting. At first, she thought that she would love it because it is something that she could do with her
grandmother, but now she is sure that she actually really loves the quilting itself. Jillian loves creating something
with her hands and seeing the finished project.
Jillian asked her grandmother how long she had been quilting and her grandmother told her that she had been quilting
for a long time, long before Jillian was even born. Jillian began to wonder how many other people in the world quilt.
During a trip to the library, Jillian used the computer to do some research. She found that the number of people
quilting in the United States has increased significantly from 2006 to 2009. Quilters.com completed a survey and
here are their results.
In 2006, 21.3 million people were quilting. That means that about 13% of all Americans were making quilts.
In 2009, 27 million people were quilting. That means that about 17% of all Americans were quilting.
That is an increase of 4% in just three years! It might not seem like much, but it is a significant increase!
Jillian wants to show her grandmother the results of the survey. She has decided to create a picture of the data to
show how the information has changed. To do this, she is going to create a circle graph.
She will create two circle graphs, one for 2006 and one for 2009.
Do you know how to do this? During this Concept you will continue learning about circles. At the end of the
Concept, you will see how Jillian used a circle to display the quilting data.
Guidance
In our opening problem, Jillian wants to display her quilting data in a circle graph. We can use circle graphs to
display real-world data. In fact, we do it all the time.
What is a circle graph?
A circle graph is a visual way to display data using circles and parts of a circle.
927
10.11. Circle Graphs to Display Data
www.ck12.org
A circle graph uses a circle to indicate 100%. The entire circle represents 100% and each section of a circle represents
some part out of 100.
You can see here that this circle graph is divided into five sections. Each section represents a part of a whole.
Back in an earlier Concept, we looked at the spending habits of a teenager. Here you can see that 50% of his money
went into savings. 40% of his money was spent on food and that 10% of his money went to baseball cards.
Use this circle graph to answer the following questions.
Example A
What is the most popular music selection?

Solution: Pop music
928
www.ck12.org
Example B
What percent of the students chose pop music?

Solution: 50%
Example C
What percent of the students chose rock music?

Solution: 25%
When Jillian creates her circle graphs, she will be able to create ones that show how quilting has grown from 2006
to 2009. Lets go and revisit that introductory problem now.
Here is the original problem once again. Reread it and underline any important information.
Jillian loves quilting. At first, she thought that she would love it because it is something that she could do with her
grandmother, but now she is sure that she actually really loves the quilting itself. Jillian loves creating something
with her hands and seeing the finished project.
Jillian asked her grandmother how long she had been quilting and her grandmother told her that she had been quilting
for a long time, long before Jillian was even born. Jillian began to wonder how many other people in the world quilt.
During a trip to the library, Jillian used the computer to do some research. She found that the number of people
quilting in the United States has increased significantly from 2006 to 2009. Quilters.com completed a survey and
here are their results.
In 2006, 21.3 million people were quilting. That means that about 13% of all Americans were making quilts.
In 2009, 27 million people were quilting. That means that about 17% of all Americans were quilting.
That is an increase of 4% in just three years! It might not seem like much, but it is a significant increase!
Jillian wants to show her grandmother the results of the survey. She has decided to create a picture of the data to
show how the information has changed. To do this, she is going to create a circle graph.
She will create two circle graphs, one for 2006 and one for 2009.
Lets look at Jillians data.
The first circle graph will show that 13% out of 100% of people were quilting in 2006. Here is the circle graph.
The second circle graph shows that in 2009, the number of people quilting increased to 17% out of 100%.
929
www.ck12.org
Now Jillian has two circle graphs that she can share with her grandmother.
Guided Practice
What percent of the students enjoy country music?

Answer
To figure this out, we have to look at the whole of the circle and remember that it is equal to 100%. 25% of the circle
has only been partially filled in.
10% or
1
10
of this section is for Jazz music.
Then there is an unknown percent of the students that enjoy country music.
To figure this out we can subtract the percent of students who enjoy Jazz music from the open 25%.
25% 10% = 15%
15% of the students enjoy country music.
Video Review
930
www.ck12.org
MEDIA

Explore More
Directions: Use the survey to answer each question.

A survey of 300 people asked them to name their favorite spectator sport. The results are shown in the circle graph
below.
1. What was the most favorite spectator sport of the people surveyed?
2. What was the least favorite spectator sport of the people surveyed?
3. What percent of the people surveyed said that football was their favorite spectator sport?
4. How many people said that basketball was their favorite spectator sport?
5. How many more people said that soccer was their favorite sport than ice hockey?
6. What percent of the people chose baseball and soccer as their favorite sports?
7. What percent of the people did not choose baseball?
8. What percent of the people did not choose hockey?
9. What percent of the people chose tennis or soccer as their favorite sports?
10. What percent of the people did not choose basketball or tennis?
11. What percent of the people did choose tennis as a favorite sport?
12. What percent of the people did not choose football?
The table shows the how much money the students in the seventh grade have raised so far for a class trip. Make a
circle graph that shows the data.
931
www.ck12.org
TABLE 10.1:
Fundraiser
Car wash
Book sale
Bake sale
Plant sale
Amount
$150
$175
$100
$75
13. Make a list of 5 popular ice cream flavors. Then survey your classmates asking them which of the 5 flavors is
their favorite ice cream flavor. Use the data to make a circle graph.
14. Use a newspaper to locate a circle graph of some data. Then write five questions about the data.
15. Now create your own circle graph. Share it with a partner.
932
www.ck12.org
10.12 Classification of Solid Figures

Here youll learn to classify solid figures.
Have you ever tried to make something by following a pattern? Take a look at this dilemma.
My goodness Jillian, your quilting things are all over the place, Jillians mother said to her one afternoon.
Jillian looked around the room. It was definitely true. Her supplies were everywhere.
Maybe you should make a sewing box for yourself, her mother suggested. I have a pattern in a craft magazine
that I have been reading and you can make it yourself.
Thats a great idea, thanks mom, Jillian said, taking the magazine from her mother.
Jillian read the article on making the box and began collecting supplies. The sewing box can be made without
sewing at all. You just use glue and starch the cloth to keep it in place. Jillian is excited. After reading the article,
she selected a blue and grey piece of cloth 16 square to work with.
The measurements of the box are 7 6 4.
Jillian decides to make a sketch of the box before beginning. Here is what her picture looks like.
The problem is that the box is not correct. It isnt a box at all, it is a rectangle.
You didnt draw a three-dimensional picture, her mother said, looking at her work.
Jillian cant remember how to do this. What do the dimensions mean? Which three-dimensional figure is a
box? This Concept will help you figure all of these things out!!
Guidance
In Geometry so far, you have been learning about figures that are two-dimensional. Two-dimensional figures are
plane figures and we often think of them as flat figures. A plane figure does not have other dimensions of the
933
10.12. Classification of Solid Figures
www.ck12.org
figure shown. A plane figure is just that, it is a figure that is flat and does not have depth to it. Solid figures are
known as polyhedrons, solids with flat surfaces that are polygons.
Here are some plane figures:
Here we have a circle, a triangle and a rectangle. You can see that these figures have been created on one
plane. They are plane figures or two-dimensional figures.
We can also have three-dimensional figures . These are also known as solid figures . Solid figures arent created
on one plane. They have depth to them. There are many different types of solid figures. In this Concept, you will
learn to classify solid figures.
Prisms
A prism is a figure that has two parallel congruent bases. The bases can be any polygon. Here is an example of a
prism that you are all familiar with.
This is a cube. A cube is a type of prism. Notice that the two bases of the cube are squares. One is on the top and
the other is on the bottom.
This is also a prism. It is a cube that takes the form of a number cube. We can find prisms everyday in real life.
934
www.ck12.org
Here we have a triangular prism. Notice that the two bases are triangles.
Cylinders
Cylinders are common in everyday life as well. A cylinder has two bases that are circles. A rectangle is wrapped
around the bases forming the center. Here is an image of a cylinder.
Here is an example of a cylinder.
Canned food is a great example of a cylinder.

Pyramids
A pyramid has one polygon as a base and the sides are triangular faces that all connect in one vertex at the top. We
think of pyramids as Egyptian ones that have square bases, but any polygon can be the base of a pyramid.
This picture shows how the triangular faces of the pyramid reach one vertex at the top. The base is a square in this
picture. Lets look at another one.
935
www.ck12.org
Here is a picture of a square pyramid. It has a square base, and the triangular faces reach one vertex at the top.
Cone
A cone has one circular base and the sides of the cone meet in one vertex at the top. You can see that the sides are
one piece that is wrapped around the circular base forming a single vertex.
This is an example of a cone. You can see that the base of the cone is a circle.
Sphere
The final solid figure that you are going to learn about is a sphere. A sphere has a set of connected points located
around one center point. While circular in form, it is also three dimensional. Here is an example of a sphere.
Dont let this one fool you. You can see from the light that it is three dimensional in nature. This is an example of a
sphere. Anytime you kick a ball, you are kicking a sphere!!
Identify the solid figures in the picture. Label each with its name and color.
Example A
What is the blue figure called?

Solution: A cone
936
www.ck12.org
Example B
What is the green figure called?

Solution: A cube
Example C
What is the red figure called?

Solution: A pyramid

My goodness Jillian, your quilting things are all over the place, Jillians mother said to her one afternoon.
Jillian looked around the room. It was definitely true. Her supplies were everywhere.
Maybe you should make a sewing box for yourself, her mother suggested. I have a pattern in a craft magazine
that I have been reading and you can make it yourself.
Thats a great idea, thanks mom, Jillian said, taking the magazine from her mother.
Jillian read the article on making the box and began collecting supplies. The sewing box can be made without
sewing at all. You just use glue and starch the cloth to keep it in place. Jillian is excited. After reading the article,
she selected a blue and grey piece of cloth 8 12 square to work with.
The measurements of the box are 7 6 4.
Jillian decides to make a sketch of the box before beginning. Here is what her picture looks like.
The problem is that the box is not correct. It isnt a box at all, it is a rectangle.
You didnt draw a three-dimensional picture, her mother said, looking at her work.
Jillian cant remember how to do this. What do the dimensions mean? Which three-dimensional figure is a box?
937
www.ck12.org
To work on this drawing, Jillian needs to draw a solid to show the length, width and height of the box that she
is going to create. A box is a type of prism. Jillians box is going to be a rectangular prism. It will have two
rectangular bases and then four sides to define it.
Here is a diagram of her rectangular prism.
Next we can compare this diagram with a picture of the sewing box.
You can see how the rectangular prism and sewing box are one in the same. Now Jillian can label the
measurements of her box and begin to create it.
Guided Practice
Name the figure pictured here.

938
www.ck12.org
Answer
This figure has rectangular faces. It is a prism.
Explore More
Directions: Look at each figure or picture and determine whether each is a prism, pyramid, cylinder, cone or sphere.
1.
2.
3.
4.
5.
939

6.
7.
8.
9.
10.
940
www.ck12.org
www.ck12.org
Directions: Name each type of prism.

11.
12.
13.
14.
15. What type of figure has a circular base and one vertex?
941
10.13. Faces, Edges, and Vertices of Solids
www.ck12.org
10.13 Faces, Edges, and Vertices of Solids

Here youll learn to identify the faces, edges, and vertices of solid figures.
Have you ever been to a craft store?
Instead of quilting, Jillian and her mother went to the craft store after dinner. Jillian wanted a new box to use as a
jewelry box.
"Ill get the box and then decorate it," she told her mother.
Jillian found the following box at the craft store.

"This cube is perfect," Jillian said putting into her basket.
The cube, like all solid figures is made up of different parts. Do you know what those parts are?
In this Concept, you will learn how to identify the different parts of a solid figure. Then we will come back
and identify the parts of the cube.
Guidance
Youve already learned to identify different types of solid figures. Knowing the names of the different parts can help
you identify them.
Three Parts of a Solid
1. Faces
2. Edges
3. Vertices
These three parts are relevant to any solid that has flat surfaces, places where flat surfaces intersect and places
where planes intersect.
Lets define each part.
Face any flat surface
942
www.ck12.org
The flat surface that makes the front of this cube is called a face. Many solid figures have more than one face.
Edge The line segment where two faces meet. You can see by looking at this cube that the faces intersect in a line.
That line is called an edge.
Many solid figures have more than one edge.

Vertex a point where several planes meet in a point.
The arrow here is pointing to a vertex of this cube. Many solids have more than one vertex, we call those vertices.
Lets look at identifying the number of faces, edges and vertices of different solids.
Here is a square pyramid.

943
www.ck12.org
I know this seems confusing. Think about it as if you were looking down on the pyramid. Now lets look at
the faces, edges and vertices.
The faces are the triangle sides and the square bottom. Given this, there are 5 faces in this pyramid.
The edges are where two flat surfaces meet in a line segment. Given this, there are 8 edges in this pyramid.
Faces come together at a vertex. There are five vertices in this pyramid.
Now answer the following questions about solid figures.
Example A
What do we call the points on a solid figure?

Solution: We call those vertices.
Example B
What do we call the place where two faces meet?

Solution: We call that an edge.
Example C
What are the flat sides of a figure called?

Solution: The faces
Instead of quilting, Jillian and her mother went to the craft store after dinner. Jillian wanted a new box to use as a
jewelry box.
"Ill get the box and then decorate it," she told her mother.
944
www.ck12.org
Jillian found the following box at the craft store.

"This cube is perfect," Jillian said putting into her basket.
The cube, like all solid figures is made up of different parts. Do you know what those parts are?
Every solid figure has several faces. We can count the number of faces the figure has. How many faces does each
figure above have?
It has a face on the bottom and on the top. It has four faces around the sides. Therefore it has six faces in all.
The places where the faces meet is called an edge. This figure has 12 edges.
It has eight points too, and we call those points "vertices."
Guided Practice
How many edges, faces and vertices are there in this figure?
Answer
In this pyramid, there are five vertices, five faces and eight edges.
Video Review
945
www.ck12.org
MEDIA
TenMarks: Polyhedrons - Faces, Vertices, Edges

Explore More
Directions: Identify the part of each solid indicated by the arrow.

1.
2.
3.
Directions: Answer each question.

4. Define face.
5. Define edge.
6. Define vertex.
7. How many edges in a cube?
8. Which plane figures make up the faces of a square pyramid?
946
www.ck12.org
9. Which plane figures make up the faces of a rectangular prism?

10. How many vertices are there in a triangular pyramid?
Directions: Identify each figure.
11.
12.
13.
14.
947

15.
948
www.ck12.org
www.ck12.org
10.14 Surface Area of Prisms

Here youll learn to identify the surface area of prisms by using nets and formulas.
Remember Jillian and her jewelry box? Take a look at this dilemma.
Now that Jillian knows that her sewing box is a prism, she needs to figure out how much material she will need for
the entire box.
Jillian needs to figure out the surface area of the box, so she will be able to figure out how much material she will
need. Jillian cant remember how to figure out the surface area, but she knows that she will need a sketch. Here is
her drawing.
She knows that the measurements are 7 long 6 wide by 4 high. Jillian isnt sure which measurements go where.
This is where you come in. In this Concept, you will learn how to use a net and a formula to figure out the
surface area of prisms.
Guidance
When you learned about plane figures such as rectangles and squares, you learned how to calculate the area of the
figure.
949
10.14. Surface Area of Prisms
www.ck12.org
This rectangle has a length of 8 inches and a width of 3 inches. You can find the area of a rectangle by multiplying
the length times the width.
8 3 = 24 sq. in
The area of the rectangle is 24 sq. in or in2 .
What is surface area?
Surface area is the total area of each of the faces of a three-dimensional object.
Lets look at a cube and see how this works.
Lets say that we wanted to find the surface area of the cube.
What would that be exactly?
The surface area of the cube would be the total area of all of the blue surfaces.
Finding the surface area of a figure is very useful when painting or covering a three-dimensional solid. You have to
know the total area of the whole solid to know how much paint or cloth or covering you are going to need.
How can we calculate the surface area of a figure?
We figure out the surface area by calculating the area of each of the faces of the solid and then add up all of
the areas for the total surface area.
That is a good question! If you look at the cube we just looked at, it is hard to see all of the sides.
However, we can use a net to see all of the sides of a three-dimensional solid.
950
www.ck12.org
A net is a drawing that shows a flattened out picture of the solid. With a net we can see each part of the
solid. If you were to make a net out of paper and fold it up, you would be able to create a solid figure.
Here is a net of a cube.
You learned in the last Concept that a cube has six faces. Well, you can see here that this net also has six faces.
If you were to fold this figure using the line segments you would see that it would create a cube.
How do we use a net to calculate surface area?

To calculate surface area, we find the area of each of the six faces of the cube and then add up all of the areas.
It is a bit simpler with a cube because each square side is the same size. It is more challenging to work with a
rectangular prism. However, we will try with a cube first to get the idea.
951
www.ck12.org
The length of one of the sides of the square face is 3 inches. We can use the formula for finding the area of a square
to find the area of one square.
A = s2
A = 32
A = 9 sq. in.
This is the area for one square face. There are six square faces. If we take this area and multiply it by six or
add the area six times, we will have the surface area of the cube.
9(6) = 54 sq. in.

9 + 9 + 9 + 9 + 9 + 9 = 54 in2
The surface area of the cube is 54 in2 .
Now lets look at a rectangular prism net.
Lets say that this box has a length of 6, a width of 4 and a height of 2.
We need to find the area of each rectangle.
There are two long faces.
There are two short faces.
There is one bottom, and one top that matches it.
First, lets find the area of the bottom. It has a length of 6 and a width of 4. Since the shape of the bottom
is a rectangle, we can use the formula for finding the area of a rectangle.
A = lw
A = (6)(4)
A = 24 sq. in.
Since the top and bottom match, we can multiply this area by two: 24 x 2 = 48 square inches.
Next, we find the area of the two long faces. Each long face is a rectangle in shape. The length is 6 and the
width is 2.
A = lw
A = (6)(2)
A = 12 sq. in.
952
www.ck12.org
Since there are two long faces to the prism, we can take this measure and multiply it by two.
A = 24 sq. in
Next, we find the area of the two shorter faces. Each face is small rectangle. The length is 4 and the width is
2.
A = lw
A = (4)(2)
A = 8 sq. in.
Since there are two short faces to the prism, we can take this measure and multiply it by two.
A = 2(8)
A = 16 sq. in
To find the surface area of the entire prism, we add up the areas of all of the faces.
SA = 16 + 24 + 48 = 88 sq. inches
This is our answer.
What about a triangular prism?
A triangular prism is a prism with two parallel congruent bases that are triangles. The faces of the prism are
rectangles, but the bases are triangles. Here is a picture of a triangular prism.
Here is what the net of a triangular prism would look like.
953
www.ck12.org
We need to figure out the area of the bottom, right side, left side and two bases which are triangles.
The bottom is a rectangle. It has a length of 7 cm and a width of 3 cm.
A = lw
A = 7(3)
A = 21 sq. cm.
The left side is a rectangle. It has a length of 7 cm and a width of 4 cm.
A = lw
A = 7(4)
A = 28 sq. cm.
The right side is a rectangle. It has a length of 7 cm and a width of 5 cm.
A = lw
A = 7(5)
A = 35 sq. cm.
The bases are two triangles. They have a base of 3 cm and a height of 4 cm.
1
A = bh
2
1
A = (3)(4)
2
1
A = (12)
2
A = 6 sq. cm
There are two triangles, so we can multiply this base by two.
A = 2(6)
A = 12 sq. cm.
Now we add up all of the areas.
SA = 12 + 35 + 28 + 21
SA = 96 sq. cm.
We can figure out the surface area of a rectangular prism by using a formula. Lets look at a diagram and
then a formula to find the surface area of the rectangular prism.
954
www.ck12.org
To find the surface area of this rectangular prism, we have to figure out the sum of all of the areas. Here is a formula
that we can use to do this.
SA = 2(lw + lh + wh)
We can substitute the given values into the formula. The length of the prism is 9 inches, the width is 3 inches and
the height is 5 inches.
SA = 2(9(3) + 9(5) + (3)5)

SA = 2(27 + 45 + 15)
SA = 2(87)
SA = 174 sq. in.
We can do this same work with a triangular prism. Lets look at a diagram and a formula to find the surface area of
a triangular prism.
SA = Area o f three rectangles + Area o f two triangles

1
(8)7
SA = 2(8 + 9 + 7) + 2
2
SA = 2(24) + 2(28)
SA = 48 + 56
SA = 104 sq. in.
Now practice finding the surface area of a prism on your own. Figure out the surface area of each prism.
955
www.ck12.org
Example A
Solution: 235 sq. inches
Example B
Solution: 72 sq. meters
Example C
Solution: 41 sq. cm.

Now that Jillian knows that her sewing box is a prism, she needs to figure out how much material she will need for
the entire box.
956
www.ck12.org
Jillian needs to figure out the surface area of the box. If she can figure out the surface area, she will be able to figure
out how much material she will need. Jillian cant remember how to figure out the surface area, but she knows that
she will need a sketch. Here is her drawing.
She knows that the measurements are 7 long 6 wide by 4 high. Jillian isnt sure which measurements go where.
Jillian wants to label the exact dimensions of the box. To do this, she has to think of it as a put together box. If she
does this, she will notice that the length is the long part of the box, the width is the next longest piece and the height
is the tiny piece of the sides. When this is put together, Jillian will see all of the parts of the box quite clearly.
To figure out the surface area of the box so that Jillian will know how much material to buy, Jillian can use
the formula for finding the surface area of a rectangular prism.
SA = 2(lw + lh + wh)
SA = 2(7(6) + 7(4) + (4)6)
SA = 2(42 + 28 + 24)
SA = 188 square inches
Jillian will need to purchase 188 square inches of material.
Since this material is in square inches, Jillian will purchase a square that has an area of at least 188 sq. inches. To
figure out how big a square to purchase, Jillian works to think of a number that multiplied by itself is equal to at least
188 square inches. She starts with 12.
1200 1200 = 144 sq. in

00
00
00
00
13 13 = 169 sq. in
Nope too small

Nope still too small
14 14 = 196 sq. in
Perfect! Jillian will have plenty of material and there will be some left over too just in case of a mistake.
Guided Practice
957
www.ck12.org
Answer
To solve this problem, we can use the formula for surface area.
>
Video Review
MEDIA
James Sousa: Ex: Find the Surface Area of an Open Top Box
Explore More
Directions: Use the formula for surface area to find the surface area of each rectangular prism.
1. A rectangular prism with a length of 10 in, width of 8 in and height of 5 inches.
2. A rectangular prism with a length of 8 in, width of 8 in and height of 7 inches.
3. A rectangular prism with a length of 12 m, width of 4 m and height of 6 meters.
4. A rectangular prism with a length of 10 in, a width of 6 in and a height of 7 inches.
5. A rectangular prism with a length of 12 m, a width of 8 m and a height of 5 meters.
6. A rectangular prism with a length of 9 ft, a width of 7 feet and a height of 6 feet.
7. A rectangular prism with a length of 10 m, a width of 8 m and a height of 2 m.
8. A rectangular prism with a length of 6 ft, a width of 5 feet and a height of 3 feet.
Directions: Use the following figure to answer each question.
9. What unit are the measurements of this figure?

958
www.ck12.org
10. What is the length of the base?

11. What is the width of the base?
12. What is the measure of the triangular side?
13. What is the slant height?
14. What is the formula for finding the surface area of a triangular prism?
15. What is the surface area of this figure?
959
10.15. Volume of Prisms Using Unit Cubes
www.ck12.org
10.15 Volume of Prisms Using Unit Cubes

Here youll learn to identify the volume of prisms using unit cubes.
Remember Jillians box from an earlier Concept?
Jillian is working on her special box and is wondering how much she can fit inside of it. The box is a rectangular
prism and has the following dimensions: 7" x 6" x 4".
Can you use unit cubes to figure out the volume of the box? How?
This Concept is about identifying volume. You will learn one strategy for accomplishing this task.
Guidance
In this Concept, we will look at the volume of prisms.

Volume is the amount of space inside a solid figure.
In this Concept, we will look at the volume of prisms.
These cubes make up a rectangular prism. The cubes represent the volume of the prism.
This prism is five cubes by two cubes by one cube. In other words, it is five cubes long, by two cubes high by one
cube wide.
We can multiply each of these values together to get the volume of the rectangular prism.
5 2 1 = 10 cubic units
If we count the cubes, we get the same result.
The volume of the rectangular prism is 10 cubic units or units3 .
Identify the volume of each prism.

960
www.ck12.org
Example A
Solution: 10 cubes
Example B
Solution: 16 cubes
Example C
Solution: 9
Now back to Jillians box. Here is the original problem once again.
Jillian is working on her special box and is wondering how much she can fit inside of it. The box is a rectangular
prism and has the following dimensions: 7" x 6" x 4".
Can you use unit cubes to figure out the volume of the box? How?
If you noticed in the three examples above, each measurement indicated the number of unit cubes that would be
needed. We can apply this to Jillians box.
There are seven 1 inch cubes for the length.
There are six 1 inch cubes for the width.
There are four 1 inch cubes for the height.
7 6 4 = 168
Jillians box will hold 168 unit cubes.
961
www.ck12.org
Guided Practice

What is the volume of this figure?
Answer
How many cubes are in this figure? We can see that if we count all the cubes, that we have 48 cubes.
The volume of this prism is 48 cubic units or units3 .
Video Review
MEDIA
Khan Academy: Solid Geometry Volume

Explore More
Directions: Find the volume of each prism.

1.
2.
962
www.ck12.org
3.
4.
5.
6.
7.
963
8.
9.
10
Directions: Identify each type of prism.

11.
12.
964
www.ck12.org
www.ck12.org
13.
14.
965
10.16. Volume of Prisms
www.ck12.org
10.16 Volume of Prisms

Here youll learn to find volumes of rectangular and triangular prisms using formulas.
Lets take another look at Jillians box.
In the last Concept, you learned how to count unit cubes to figure out the volume of different prisms. Well, there is
an easier way. We can use a formula to calculate the volume of a prism. Here are the dimensions of Jillians box
once again.
Jillians box is a rectangular prism and has the following dimensions: 7" x 6" x 4".
How can we use a formula to calculate the volume of this prism?
Pay attention and this Concept will teach you all that you need to know.
Guidance
Looking at all of those cubes is a simple, easy way to understand volume. If you can count the cubes, you can figure
out the volume. However, not all of the prisms that you will work with will have the cubes drawn in. In this Concept,
you will learn how to figure out the volume of a prism when there arent any cubes drawn inside it.
How can we figure out the volume of a prism without counting cubes?
Here we have the dimensions written on a rectangular prism. This prism has a height of 5 inches, a width of
three inches and a length of four inches.
You can see that a few cubes have been drawn in to show you that if we continued filling the cubes that they would
be four cubes across by three cubes wide, and we would build them five cubes high.
966
www.ck12.org
Thats right! Here is how it works.
V = Bh
B means the area of the base and h means the height.
The area of the base is length times width.
A = 3 4 = 12
h=5
V = 12 5 = 60
The volume is 60 cubic inches or in3 .
V = Bh
The area of the base is 2 8 = 16
The height is 3 inches.
967
www.ck12.org
V = 16 3
V = 48 in3
The volume of this rectangular prism is 48 in3 .
How can we find the volume of a triangular prism?
We can use the same formula for finding the volume of the triangular prism. Except this time, the area of the base is
a triangle and not a rectangle.
V = Bh
To find the volume of a triangular prism, we multiply the area of the base (B) with the height of the prism.
To find the area of a triangular base we use the formula for area of a triangle.
1
A = bh
2
1
A = (15 6)
2
1
A = (90)
2
A = 45 sq. units
V = Bh
V = (45)h
V = 45(2)
V = 90 cubic centimeters or cm3
The volume of the prism is 90 cm3 .
Now that you know how to find the volume of prisms using a formula, it is time to practice.
Example A
Solution: 125in3
968
www.ck12.org
Example B
Solution: 450in3
Example C
Solution: 17.5cm3
Do you know how to use the formula for finding the volume of a prism? Here is the original problem once again.
Lets take another look at Jillians box.
In the last Concept, you learned how to count unit cubes to figure out the volume of different prisms. Well, there is
an easier way. We can use a formula to calculate the volume of a prism. Here are the dimensions of Jillians box
once again.
Jillians box is a rectangular prism and has the following dimensions: 7" x 6" x 4".
How can we use a formula to calculate the volume of this prism?
V = Bh
Now we can substitute in the given values for length, width and height.
V = (7 6)(4)
The volume of Jillians box is 168in3 .
Guided Practice
969
www.ck12.org
Answer
To find the volume of a prism, we use the following formula.
V = Bh
Now we substitute in the given values.
V = (16 9)(4)
V = 576cm3
This is our answer.
Video Review
MEDIA
Khan Academy: Solid Geometry Volume

Explore More
Directions: Find the volume of each rectangular prism. Remember to label your answer in cubic units.
1. Length = 5 in, width = 3 in, height = 4 in
2. Length = 7 m, width = 6 m, height = 5 m
3. Length = 8 cm, width = 4 cm, height = 9 cm
4. Length = 8 cm, width = 4 cm, height = 12 cm
5. Length = 10 ft, width = 5 ft, height = 6 ft
7. Length = 5.5 in, width = 3 in, height = 5 in
8. Length = 6.6 cm, width = 5 cm, height = 7 cm
9. Length = 7 ft, width = 4 ft, height = 6 ft
Directions: Find the volume of each triangular prism. Remember that h means the height of the triangular base and
H means the height of the whole prism.
11. b = 6 in, h = 4 in, H = 5 in
12. b = 7 in, h = 5 in, H = 9 in
13. b = 10 m, h = 8 m, H = 9 m
14. b = 12 m, h = 10 m, H = 13 m
15. b = 8 cm, h = 6 cm, H = 9 cm
970
www.ck12.org
Directions: Answer true or false for each of the following questions.

16. Volume is the amount of space that a figure can hold inside it.
17. The volume of a rectangular prism is always greater than the volume of a cube.
18. The volume of a triangular prism is less than a rectangular prism with the same size base.
19. A painter would need to know the surface area of a house to do his/her job correctly.
20. If Marcus is covering his book with a book cover, Marcus is covering the surface area of the book.
971
10.17. Surface Area of Cylinders
www.ck12.org
10.17 Surface Area of Cylinders

Here youll learn to identify the surface area of cylinders by using nets.
Do you know what modge podge is? Have you ever used decoupage of some kind?
Jillian is going to use modge podge to decorate the outside of a cylindrical canister. She wants to make it into a
decorative pencil holder as a gift for her grandmother. Modge podge is a glue - like substance that helps to adhere
tissue paper or other decorative pieces of paper to an object.
Jillians canister is 6 inches in diameter and 8 inches tall.
How much surface area will she need to cover?
To figure this out, you will need to know how to calculate the surface area of a cylinder. This Concept will
teach you what you need to know to accomplish this task.
Guidance
You have learned about how to calculate the surface area and volume of different prisms. In this section, you will
learn about calculating the surface area and volume of cylinders. Lets start with calculating the surface area of a
cylinder.
Here is a cylinder. Notice that it has two parallel congruent circular bases. The face of the cylinder is one
large rectangle. In fact, if you were to unwrap a cylinder here is what you would see.
This is what the net of a cylinder looks like.

972
www.ck12.org
Just like when we were working with prisms, we can use the net of a cylinder to calculate the surface area of
the cylinder.
How can we calculate the surface area of a cylinder using a net?
To calculate the surface area of a cylinder using a net, we need to figure out the area of the two circles and the area
of the rectangle too.
Lets think back to how to find the area of a circle. To find the area of a circle, we use the following formula.
A = r2
There are two circular bases in the cylinder, so we can multiply the area of the circle by two and have the sum of the
two areas.
A = 2r2
The radius of the circles in the net above is 3 inches. We can substitute this given value into the formula and
figure out the area of the two circles.
A = 2r2
A = 2(3.14)(32 )
A = 2(3.14)(9)
A = 2(28.26)
A = 56.52 in2
Next, we need to figure out the area of the curved surface. If you look at the net, the curved surface of the
cylinder is rectangular in shape.
The length of the rectangle is the same as the circumference of the circle. Huh? Lets look at the net. Since
the length of the rectangle wraps around the circle rim, it is the same length as the circumference of the circle.
To find the area of the curved surface, we need the circumference times the height.
A = 2rh
A = 2(3.14)(3)(5)
A = 2(3.14)(15)
A = 2(47.1)
A = 94.2 in2
Now we can add up the areas.
SA = 56.52 + 94.2 = 150.72 in2

The surface area of the cylinder is 150.72 in2 .
973
www.ck12.org
The formula for finding the surface area of a cylinder combines the formula for the area of the top and bottom
circles with the formula for finding the area of the rectangular wrap around the side. Remember that the
wrap has a length equal to the circumference of the circular end, and a width equal to the height of the
cylinder. Here it is.
We work this problem through by substituting the given values into the formula. 4 centimeters is the radius of
the circular bases. 8 centimeters is the height of the cylinder.
SA = 2r2 + 2rh
SA = 2(3.14)(42 ) + 2(3.14)(4)(8)
SA = 2(3.14)(16) + 2(3.14)(32)
SA = 2(50.24) + 2(100.48)
SA = 100.48 + 200.96
SA = 301.44 cm2
The surface area of the cylinder is 301.44 cm2 . Notice that this works well whether you have a net or a picture of
a cylinder. As long as you use the formula and the given values, you can figure out the surface area of the cylinder.
Now its time for you to try a few. Find the surface area of each cylinder.
Example A
Solution: 175.84 sq. in.

974
www.ck12.org
Example B
Solution: 471 sq. m
Example C
Solution:703.36 sq. in.

Jillian is going to use modge podge to decorate the outside of a cylindrical canister. She wants to make it into a
decorative pencil holder as a gift for her grandmother. Modge podge is a glue - like substance that helps to adhere
tissue paper or other decorative pieces of paper to an object.
Jillians canister is 6 inches in diameter and 8 inches tall.
How much surface area will she need to cover?
To solve this problem of surface area, we can use the formula for finding the surface area of a cylinder. Then we
substitute in the given values and solve.
SA = 2r2 + 2rh
SA = 2(3.14)(32 ) + 2(3.14)(3)(8)
SA = 2(3.14)(9) + 2(3.14)(24)
SA = 2(28.29) + 2(75.36)
SA = 56.58 + 150.72
SA = 207.3 in2
This is the surface area of Jillians cylinder.
975
www.ck12.org
Guided Practice

What is the surface area of a cylinder with a radius of 6 inches and a height of 12 inches?
Answer
To complete this problem, we can use the formula for surface area presented in the Concept and then substitute in
the given values.
SA = 2r2 + 2rh
SA = 2(3.14)(62 ) + 2(3.14)(6)(12)
SA = 2(3.14)(36) + 2(3.14)(72)
SA = 226.08 + 452.16
SA = 678.24 in2
This is our answer.
Video Review
MEDIA
Khan Academy, Cylinder Volume and Surface Area

Explore More
Directions: Calculate the surface area of each of the following cylinders using nets.
1.
976
www.ck12.org
2. {{Inline image |source=Image:M6-10-07-22.png|size=175px|title=Cylinder for practice problem 2}

3.
4.
5.
Directions: Calculate the surface area of the following cylinders given these dimensions.
6. r = 4 in, h = 8 in
977

7. r = 5 in, h = 15 in
8. r = 8 m, h = 16 m
9. r = 11 m, h = 20 m
10. r = 3.5 m, h = 8 m
11. d = 4 ft, h = 6 ft
12. d = 10 ft, h = 15 ft
13. d = 20 cm, h = 25 cm
14. d = 18 in, h = 24 in
15. d = 20 ft, h = 45 ft
978
www.ck12.org
www.ck12.org
10.18 Volume of Cylinders

Here youll learn to use formulas to find the volume of cylinders.
Have you ever compared jars and wondered which one held more? Take a look at this dilemma.
Jillians grandmother loves to cook. One day in between sewing projects, she takes Jillian to the grocery store and
comes home with a big bag of assorted beans. Grandmas baked beans are Jillians favorite, and she is thrilled that
Grandma is going to cook them for dinner.
Jillian takes two different jars from the cupboard. One is long and thin and one is wide.
Which jar should I use? Jillian asks her grandmother.
Use whichever one will hold the most, her grandmother says.
Jillian looks at the two jars. Here is what they look like.
Jillian has measured each jar to try to figure out which one will hold the most. She just isnt sure what to do now.
This is your task. Jillian will need to figure out the volume of each cylinder. This Concept will teach you all
about calculating volume. Calculate the volume of each cylinder and then you will know which one will hold
the most beans.
Guidance
Volume is the amount of space contained within a solid figure. Since cylinders often contain liquid, you can
imagine that the volume of cylinders often has to do with some kind of liquid. In the case of cylinders, you can think
of volume as capacity.
979
10.18. Volume of Cylinders
www.ck12.org
Here is a cylinder that is probably used in a science lab. Here volume would be compared with capacity of liquid.
Here is a picture of a swimming pool. When you think about volume in this case, it is the capacity of the pool. The
volume would be the amount of water in the pool.
This paint can is a cylinder. If we wanted to figure out the volume of this cylinder, we would need to figure out the
amount of space inside the paint can. This would be the volume of the cylinder.
We can think about the volume of a cylinder as we would think about the volume of a prism. We can use unit cubes
to fill a cylinder.
980
www.ck12.org
You can see that we have started to fill this cylinder with cubes to calculate the volume. The problem is that the cubes
dont fit perfectly inside the cylinder. To calculate the volume of a cylinder accurately, we need to use a formula.
Which formula can we use to calculate the volume of a cylinder?
To calculate the volume of a cylinder, we need to calculate the area of the circular base. That will give us a measure
for the number of unit cubes that can fit across the bottom of the cylinder. The height of the cylinder will show us
how high cubes can be stacked inside the cylinder.
Here is the formula for finding the volume of a cylinder.
V = r2 h
Lets apply this formula.
The radius of the circular base is 2 inches. The height of the cylinder is 7 inches. If we take both of these given
measures and substitute them into the formula, we can solve for the volume of the cylinder.
V = r2 h
V = (3.14)(22 )(7)
V = (3.14)(4)(7)
V = (3.14)(28)
V = 87.92 in3
The volume of the cylinder is 87.92 in3 .
Use the formula to find the volume of the following cylinders.
Example A
Solution: 25.12in3
981
www.ck12.org
Example B
d = 10 f t, h = 12 f t
Solution: 942 f t 3
Example C
r = 6 in, h = 10 in
Solution:1130.4in3
Here is the original problem once again. Use what you have learned about the volume of cylinders to help Jillian
problem solve this dilemma.
Jillians grandmother loves to cook. One day in between sewing projects, she takes Jillian to the grocery store and
comes home with a big bag of assorted beans. Grandmas baked beans are Jillians favorite, and she is thrilled that
Grandma is going to cook them for dinner.
Jillian takes two different jars from the cupboard. One is long and thin and one is wide.
Which jar should I use? Jillian asks her grandmother.
Use whichever one will hold the most, her grandmother says.
Jillian looks at the two jars. Here is what they look like.
Jillian has measured each jar to try to figure out which one will hold the most. She just isnt sure what to do now.
First, lets go back and reread the problem.
Jillian needs to figure out the volume of each cylinder. She can use the formula below to do this. Jillian suspects that
the wide jar will hold more. What do you think
982
www.ck12.org
V = r2 h
Lets start with the long thin jar. The diameter of the jar is 8 inches. We need the radius of the jar, so we can divide
the diameter in half. The radius of this jar is 4 inches.
V = (3.14)42 (16)
V = (3.14)(16)(16)
V = 803.84 in3
Wow! That jar sure does hold a lot. Lets work on the wide jar now. The diameter of this jar is 12 inches, so the
radius is 6 inches.
V = (3.14)62 (6)
V = (3.14)(36)(6)
V = 678.24 in3
Jillian is amazed. The long, thin jar holds more volume than the wide jar does. Jillian takes the beans and
puts them into the jar.
Sometimes volume can be tricky! What looks like it holds more sometimes doesnt!
Guided Practice

A water tank has a radius of 50 feet and a height of 400 feet. How many cubic feet of water will the tank hold when
it is full?
Answer
First, lets determine what the problem is asking us to find. We need to find the volume of the tank, which is the
amount of water it can hold. What information have we been given? We know the radius and the height of the tank,
so we can put this information into the formula and solve for V , volume.
V = r2 h
V = (50)2 (400)
V = (2, 500)(400)
V = 1, 000, 000
V = 3, 140, 000 in.3
The water tank will hold more than 3 million cubic feet of water!
Video Review
983
www.ck12.org
MEDIA
Khan Academy: Cylinder Volume and Surface Area

Explore More
Directions: Find the volume of each of the following cylinders.

1. r = 5 in, h = 8 in
2. r = 4 in, h = 7 in
3. r = 3 f t, h = 5 f t
4. r = 3 f t, h = 8 f t
5. r = 4 cm, h = 9 cm
6.
7.
984
www.ck12.org
8.
9.
10.
11.
985
12.
13.
14.
986
www.ck12.org
www.ck12.org
15.
987
10.19. Problem Solving Plan, Solve a Simpler Problem
www.ck12.org
10.19 Problem Solving Plan, Solve a Simpler

Problem
Here youll learn to use the problem solving strategy: solve a simpler problem.
Jillian has finished her first quilt and has decided to create another one. This quilt square has a specific pattern. Each
square is made up of a pattern of parallelograms and triangles. The colors are mixed up.
Jillian is having a difficult time deciphering the pattern. Since her quilt will have twenty squares total, she wants to
be sure that the same colors dont bump up against each other. To do this, Jillian will need to simplify the pattern.
She isnt sure how to do this.
This is where you come in. This Concept is about solving a simpler problem. Often in mathematics, problems
can be very complicated and need to be broken down before they can be solved. Pay close attention to this
Concept and in the end you will be able to help Jillian decipher the pattern.
Guidance
Sometimes, there are problems that cant be solved in one step. We have to break them down from one big step into
smaller steps. This is the only way to solve the problem.
How many cubes are in the next step? The tenth step? The twentieth?
If we wanted to break this problem down into simpler steps, we could first create a table to look for a pattern.
988
www.ck12.org
Now we have simplified the problem into a table. The left hand column is the step. The right hand column is the
number of cubes.
Next, we look for a pattern. The number of cubes is one more than the step. Therefore, we could say that the step
plus one is the number of cubes.
Now it is manageable to figure out the fifth step, the tenth, the twentieth, even the number of cubes on the 100th step.
We just add one.
Step 5 = 6
Step 10 = 11
Step 20 = 21
By simplifying the problem into a simpler problem, we could easily solve this one.
Is there another way that we could have solved this problem?
Yes, definitely. We could have drawn out the pattern until we knew the number of cubes in each step. Look at what
that would have looked like.
Notice how time consuming this strategy is. We could keep going. If you were to choose this strategy you
could certainly get an accurate answer.
The strategy of simplifying the problem into parts and then solving each part is quicker and simpler. You also
have a way to check your work with numbers not just pictures.
Now its time for you to try a few. Answer these questions about problem solving.
Example A
True or false. Solving a simpler problem means that we can break a problem down into its smaller parts.
Solution: True
Example B
True or false. A visual pattern can be solved using this strategy.

Solution: True
Example C
True or false. It would make sense to solve a problem with one operation using this strategy.
Solution: False
Remember the windmill star? Here is the original problem once again.
Jillian has finished her first quilt and has decided to create another one. This quilt square has a specific pattern. Each
square is made up of a pattern of parallelograms and triangles. The colors are mixed up.
989
www.ck12.org
Jillian is having a difficult time deciphering the pattern. Since her quilt will have twenty squares total, she wants to
be sure that the same colors dont bump up against each other. To do this, Jillian will need to simplify the pattern.
She isnt sure how to do this.
To solve this problem, Jillian needs to break down the pattern that she is working with. Lets help her do this
by looking at the components or parts of the pattern.
There are triangles and parallelograms in the pattern. Each square can be broken down into four smaller squares.
Then each smaller square can be broken in half on the diagonal.
Now Jillian can see the pattern. Each section of the smaller square has two triangles and one parallelogram.
Here is a list of what she has discovered by breaking down the pattern.
1.
2.
3.
4.
Two flowered triangles and one orange parallelogram

Two orange triangles and one flowered parallelogram
Two flowered triangles and one orange parallelogram
Two orange triangles and one flowered parallelogram
And the pattern repeats itself.

Now that Jillian has broken down the pattern, as long as she follows it no two colors will bump up against
each other. Her dilemma is solved!!
Guided Practice

Which problem solving strategy should be used for this problem?
At the farmers market, Josh bought 230 grams of oranges, 150 grams of grapes, and 800 grams of apples. How
many grams of fruit did he buy in all?
Answer
To solve this problem, it makes the most sense to use the strategy: Choose an operation. Here you can read that the
key word "in all" is used. This means that addition would be the best operation for this problem.
Since the units are all the same, you can simply add up the quantities.
Josh bought 1180 grams of fruit.
990
www.ck12.org
Video Review
MEDIA

Explore More
Directions: Use the strategy Solve a Simpler Problem. Each problem will have multiple steps to it. Please show all
of your work in your answer.
1. How many prime numbers are there between 1 and 50?
2. How many numbers are there between two and fifty that are divisible by two?
3. How many numbers between two and fifty are divisible by three?
4. How many numbers between two and fifty are divisible by four?
5. How many numbers between two and thirty are multiples of five?
6. How many multiples of three are there in 100?
7. How many different ways can you make 10 by adding the numbers in the set 1 10 without repeating any numbers
in each sum?
8. Look at this pattern.
3, 6, 12, 24, ____
What is the next step in the pattern?
9. Describe what is happening in the pattern.
5, 7, 9, 11, _____
What is the next step in the pattern?
11. Describe what is happening in this pattern.
2, 5, 11, ____
What is the next step in this pattern?
4, 9, 19, _____
What is the next step in this pattern?
991
www.ck12.org
Summary
Having completed this chapter, students are now ready to move on to Chapter Eleven. Each Concept has provided
students with an opportunity to engage and practice skills in many Concepts including information about geometry
and measurement, including the area of parallelograms, area of triangles, circumference of circles, area of circles,
classifying solid figures, surface area and volume of prisms, surface area and volume of cylinders, and the problem
solving strategy of solving a simpler problem.
992
www.ck12.org
Chapter 11. Integers
C HAPTER
11
Integers
Chapter Outline
11.1
I NTEGERS THAT R EPRESENT D IFFERENT S ITUATIONS
11.2
O PPOSITES OF G IVEN I NTEGERS
11.3
I NTEGER C OMPARISON ON A N UMBER L INE
11.4
P OSITIVE AND N EGATIVE F RACTION AND D ECIMAL C OMPARISON
11.5
S UMS OF I NTEGERS ON A N UMBER L INE
11.6
A BSOLUTE VALUE OF I NTEGERS
11.7
S UMS OF I NTEGERS WITH THE S AME S IGN
11.8
S UMS OF I NTEGERS WITH D IFFERENT S IGNS
11.9
D IFFERENCES OF I NTEGERS U SING A N UMBER L INE
11.10
D IFFERENCES OF I NTEGERS WITH THE S AME S IGN
11.11
D IFFERENCES OF I NTEGERS WITH D IFFERENT S IGNS
11.12
I NTEGER M ULTIPLICATION
11.13
I NTEGER D IVISION
11.14
O RDERED PAIRS IN F OUR Q UADRANTS
11.15
P OLYGON C LASSIFICATION IN THE C OORDINATE P LANE
11.16
C OORDINATE L OCATIONS ON A M AP
11.17
I NTEGER T RANSLATIONS , PATHS B ETWEEN P OINTS
11.18
R IGID T RANSFORMATIONS
11.19
DATA D ISPLAY C HOICES
Introduction
content of each Concept. Students are given opportunities to practice the skills of each Concept through realworld situations, examples, guided practice and independent practice sections. In this eleventh chapter, Integers,
students will engage in many Concepts including information about integers, including comparing integers, adding
and subtracting integers, multiplying and dividing integers, the coordinate plane, transformations, surveys, and data
displays.
993
11.1. Integers that Represent Different Situations
www.ck12.org
11.1 Integers that Represent Different Situations

Here youll learn to write integers to represent different situations.
Have you ever wondered about time zones?
The students in Mrs. Harris Language Arts class in New York City are participating in a pen pal project. Last
summer, Mrs. Harris went to Auckland, New Zealand. While there, she participated in a conference with other
educators and became good friends with another teacher from New Zealand. Mrs. Harris has arranged for her
students to exchange letters with the other students in New Zealand. They will be able to do some of their
correspondence on email, and some will be done the old fashioned way. The students are very excited. Once a
week, each class will be given some topic to investigate so that they can learn about the similarities and differences
between life in New Zealand and life in the United States.
The first thing that students are being asked to look at is temperature. New Zealand and New York are in different
parts of the world. The students need to figure out the average high and low winter temperatures in New Zealand
and compare it with the average high and low winter temperatures in New York.
The first thing that the students notice is that the winter is New Zealand is during the months of June, July and
August - the opposite of New York. The students find this very funny and Mrs. Harris takes the opportunity to teach
the students about different hemispheres.
The average winter temperature in New York is:
High = 40 F
Low = 28 F
The average winter temperature is New Zealand is:
High = 59 F
Low = 48 F
One of the students, Karen, does this calculation.
The difference between the high and low winter temperatures in New York and the high and low winter temperatures
in New Zealand is
40 59 = 19
28 48 = 20
994
www.ck12.org
Joey looked at her calculation and was puzzled.

What does that mean? he asked.
Those are negative numbers, Karen explained.
Negative what?
Negative numbers, Karen began.
Lets stop there. This chapter is all about integers. When learning about integers, you will learn about
positive and negative numbers. Pay attention to this Concept and Karen will finish explaining at the end of
the Concept.
Guidance
In mathematics so far, you have learned about some different kinds of numbers. You learned about whole numbers,
fractions, decimals and percentages. In this Concept, you are going to learn about integers.
What is an integer?
An integer is a member of the set of whole numbers and their opposites.
To better understand integers, lets first think about some real life situations where you might have seen
integers used before.
Integers can be thought of as positive and negative numbers.
Lets think about temperature.
If you look at this thermometer, you will see that the temperature is 72 . This is 72 degrees above zero.
When we think about temperature, we use integers all the time. You might have heard someone talk about
temperatures above or below zero. A temperature that is above zero is positive. A temperature that is below
995
www.ck12.org
zero is negative.
Integers are positive and negative whole numbers. Said another way, they are whole numbers and their
opposites.
How can we write integers?
When writing an integer, we can use a + sign or a - sign. A + sign can be used for a number above zero or a positive
number. A positive number can also be written without the + sign. A negative number should be written using the
- sign.
5 degrees below zero
The words below zero let you know that this integer is a negative number. Since it is five degrees below zero, we
can write the integer negative five.
The answer is -5.
83 degrees
This temperature does not have a "-" sign in front of it, and does not say "below zero" either, it is a positive number.
We write the integer positive eighty-three.
The answer is 83 or +83.
There are other real-life situations that use positive and negative numbers too.
One example is with money. A loss of money would be a negative integer. A gain of money is a positive integer.
996
www.ck12.org
Jeff earned two hundred dollars working at the farm stand.

Jeffs money is a gain. He earned it. That means that he had an increase in money and not a decrease. An
increase or a gain is a positive integer. We can write the two hundred dollars as a positive integer.
The answer is $200.00 or +$200.00.
Sasha spent $45.00 at the clothing store.
Since Sasha spent this money, it is a loss. Therefore, we can say that Sashas $45.00 is a negative integer. A
negative integer can show a loss of money.
The answer is -$45.00.
The stock market is another real-life situation that uses positive and negative integers all the time.
A gain would be written as a positive integer, and a loss would be written as a negative integer.
What are some other key words that mean positive or negative integers?
We have already talked about losses and gains and above zero and below zero.
Profit and loss are two other words that mean positive or negative integers. Profit means positive and loss means
negative.
An earning is a positive number.
Spending is a negative number.
Practice writing integers by using key words. Write an integer for each example.
Example A
50 feet below sea level

Solution: 50
997
www.ck12.org
Example B
$100.00 was spent

Solution: 100
Example C
A heat wave of 98
Solution: +98
Remember the pen pals?
Now that you have learned about positive and negative integers, lets hear Karens explanation.
What is a negative number? Joey asked.
Losses and gains can be shown in positive and negative numbers. If we were showing a gain in temperature,
our answer would have been in a positive number. Because we are showing a loss in temperature by looking at
the difference between New York and New Zealand, our temperature difference is a negative number. The high
temperature in New York during the winter is 19 degrees less than New Zealand.
Guided Practice

Which one of the following represents a negative integer?
No gain or loss in the stock market
The average plummeted 15 points
The overall rise was 30%
Answer
To figure this out, you have to look at each situation.
The first one indicates no loss or gain. This is the same as zero.
The second one indicates "plummeted" that is a negative word indicating a loss.
This is our answer.
Video Review
MEDIA
James Sousa, Introduction to Integers

998
www.ck12.org
Explore More
Directions: Write an integer to represent each situation.

1. A loss of 20 points
2. A gain of 14 points
3. A profit of $20.00
4. A loss of $18.00
5. An elevation of 500 ft.
6. 200 feet below sea level
7. 8 degrees below zero
8. 78 degrees
9. A decrease of $68.00
10. An increase of $55.00
11. The dow did not rise or fall today.
12. The plane descended at a rate of 15%.
13. The submarine surfaced.
14. The cost and the earnings evened out.
15. The stock market had an overall rate of 18% above.
999
11.2. Opposites of Given Integers
www.ck12.org
11.2 Opposites of Given Integers

Here youll learn to identify opposites of given integers.
Have you ever thought about sea level? Is the town where you live close to or above sea level?
Well, Mrs. Harris students have been learning about New Zealand so that they can better understand the place where
their pen pals live. Charles looked up Auckland on the computer and brought in this information the next day.
"Did you know that Auckland is 196 meters above sea level?" he shared with the class.
Mrs. Harris wrote +196 on the board.
This is a situation where a positive integer was written on the board. Do you know how to write the opposite of this
integer?
This Concept is all about opposites of given integers. We will return to this dilemma at the end of the Concept.
Guidance
An integer is the set of whole numbers and its opposites. This means that every integer has an opposite integer.
Here is what the set looks like.
....-5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5...
You see that each integer has an opposite value and the three dots at each end means that the set of whole
numbers continues indefinitely in both a positive and negative direction.
How do we write opposites of given integers?
Well, it is actually very simple. Change the sign! Lets look at one.
Write the opposite of -15.
The answer would be +15 or 15.
Write the opposite of -15.
The answer would be +15 or 15.
Write the opposite of each given integer.
Example A
A loss of 34.
Solution: +34
Example B
998
Solution: 998
1000
www.ck12.org
Example C
67 feet above sea level

Solution: 67
Now back to the dilemma from the beginning of the Concept.
Have you ever thought about sea level? Is the town where you live close to or above sea level?
Well, Mrs. Harris students have been learning about New Zealand so that they can better understand the place where
their pen pals live. Charles looked up Auckland on the computer and brought in this information the next day.
"Did you know that Auckland is 196 meters above sea level?" he shared with the class.
Mrs. Harris wrote +196 on the board.
This is a situation where a positive integer was written on the board. Do you know how to write the opposite of this
integer?
To write this as an opposite we simply change the sign and use the same number.
+196 becomes 196
This is our answer.
Guided Practice

On day one, the stock market rose 25 points. If the opposite happened on day three, what integer could we write to
represent this situation?
Answer
To complete this problem, first lets write the integer from day one.
A rise of 25 points is a positive integer.
+25
The opposite on day three would indicate a negative integer.
25
This is our answer.
Video Review
MEDIA
1001
11.2. Opposites of Given Integers
www.ck12.org
MEDIA
James Sousa, Example of Determining the Opposite of Integers

Explore More
Directions: Write the opposite of each integer described or written.

1. A loss of 18
2. A gain of 22
3. -78
4. 999
5. -87
6. 30 feet below the surface of the ocean
7. A rise of 15 feet
8. 25 feet below sea level
9. 80 feet above ground
10. 100 feet deep
11. A profit of ten dollars
12. The hill had a grade of 15%
13. -987
14. 65
15. -1,298
1002
www.ck12.org
11.3 Integer Comparison on a Number Line

Here youll learn to compare and order integers on a number line.
This number line shows the integers from -5 to 5.
Have you ever wondered how to compare negative numbers? This number line will be helpful in this Concept, but
first look at the dilemma that Carmen is working on.
Carmens Uncle lives in Bombay Beach California. When she did a little research, she discovered that Bombay
Beach is below sea level. In fact, it is -226 feet below sea level.
Her Aunt lives in Salton Sea Beach California which is -220 feet below sea level.
Which place closest to sea level?
This Concept is all about comparing and ordering integers. By the end of the Concept you will know how to
help Carmen answer this question.
Guidance
Now that you know about positive and negative integers, you can learn about comparing them. When we compare
and order positive and negative integers, we use greater than, less than or equal to, or we write them in order from
least to greatest or from greatest to least. Lets start by learning about comparing integers.
How do we compare integers?
There are a couple of important things to consider when comparing integers.
1. A positive number is ALWAYS greater than a negative number.
The more positive a number, the greater it is.
-6 ____ 2
Negative six is below zero. Two is above zero. Two is greater than negative six.
-6 <2
2. If two numbers are positive, the larger number is greater.17____10
Seventeen is greater than 10.
17 >10
3. If two numbers are negative, the number closer to zero is greater than the other.
For two negative numbers, you have to think backwards. The larger the number the greater the loss is. The greater
the loss, the smaller the number. Think about the number and its relationship to zero. This will help you determine
whether it is greater than or less than.
-25 ____ -36
Negative 25 is closer to zero than -36. It is the greater number.
1003
11.3. Integer Comparison on a Number Line
www.ck12.org
-25 >-36
It does seem a bit backwards, but that is the way it is. You can think of it another way by looking at a number
line.
-9 ____ -3
Lets look at a number line to compare these values.
If you look at where negative nine is compared with negative three, you can see that negative three is closer to
zero. Negative three is greater than negative nine.
-9 <-3
Use greater than, less than or equal to and compare each pair of values.
Example A
-6 ____ 8
Solution: <
Example B
-99 ____ -9
Solution: <
Example C
12 ____ 6
1004
www.ck12.org
Solution: >
Now back to Carmen and her questions about sea level. Here is the original problem once again.
This number line shows the integers from -5 to 5.
Have you ever wondered how to compare negative numbers? This number line will be helpful in this Concept, but
first look at the dilemma that Carmen is working on.
Carmens Uncle lives in Bombay Beach California. When she did a little research, she discovered that Bombay
Beach is below sea level. In fact, it is -226 feet below sea level.
Her Aunt lives in Salton Sea Beach California which is -220 feet below sea level.
Which place closest to sea level?
This can be a tricky question. Sea level would be considered 0 in this situation. Salton Sea Beach California is
closest to 0.
Therefore, it is also closest to sea level.
Bombay Beach is -226 feet below sea level. It has the lowest sea level so it is the farthest away from zero.
Guided Practice

Jessie has a loss of fifteen dollars. Carmen has a loss of twenty - five dollars. Write integers and compare each loss
is greater?
Answer
Written this way, you can figure out that a loss of twenty - five is a greater loss than a loss of fifteen. However, this
is a trick question because you are going to write integers and compare them.
First, write two integers to represent the situation.
15 and 25
Now a negative fifteen is greater than a negative twenty - five because it is closer to zero.
Do you see how this is a tricky question?
Here is the answer.
15 > 25
This is the answer.
Video Review
1005
11.3. Integer Comparison on a Number Line
www.ck12.org
MEDIA
Khan Academy, Locate Integers on a Number Line
MEDIA
MEDIA
James Sousa, Example of Ordering Integers from Least to Greatest
MEDIA
James Sousa, Integer Application: Feet Below Sea Level

Explore More
Directions: Compare each pair of integers using the symbols for greater than and less than.
1. 18 ____ 22
2. -12 ____ 12
3. -14 ____ -16
4. -20 ____ -33
5. 19 ____ -1
6. 0 ____ -3
1006
www.ck12.org
7. -27 ____ -28

8. -233 ____ -300
9. -765 ____ -745
10. -234 _____ -300
Directions: Write integers and then use inequality symbols to compare each pair of values.
11. A loss of 16 and a loss of 29
12. A loss of 18 and a gain of 28
14. A loss of 16 and a gain of 12
1007
11.4. Positive and Negative Fraction and Decimal Comparison
www.ck12.org
11.4 Positive and Negative Fraction and Decimal Comparison

Here youll learn to compare and order positive and negative fractions and decimals.
Have you ever been stuck on a problem? Take a look at this dilemma.
Instead of letter writing, Carmen had to complete some math homework. She is working on comparing negative
fractions and decimals. This is exactly where she got stuck.
"I am never going to get this done," she muttered under her breath at the kitchen table.
Here is the problem she is stuck on.
25 _____ .38
Do you have any idea how to compare these two?
Well, you are in luck.
This Concept is all about comparing negative fractions and decimals. You will know how to help Carmen by
the end of the Concept.
Guidance
We have been working with the set of integers. Integers are positive and negative whole numbers. However, we can
also have positive and negative fractions and decimals.
These positive and negative fractions and decimals are not members of the set of integers. They are rational
numbers and you will work more with them next year.
That being said, we can still order and compare positive and negative decimals and fractions.
How do we do this?
Lets take a look.
12
34
If we want to compare negative one-half and negative three-fourths, we have to think of which fraction is closer to
zero. Negative one-half is smaller than negative three-fourths. Remember when we work with negative numbers
that the smaller negative number is greater.
21 > 34
We can use a number line to help us here too.
Here is another way to look at these numbers using a number line. You can see here that 21 is closer to 0 than 34
so it is the LESS negative and that means it is a greater value. This kind of thinking will work with any negative
fractions. Remember that a positive fraction is ALWAYS greater than a negative fraction.
What about negative and positive decimals?
Negative and positive decimals can be compared just like fractions. Decimals are a part of a whole just like fractions
are a part of a whole. Therefore, a positive decimal is ALWAYS greater than a negative decimal. When you have two
1008
www.ck12.org
negative decimals, the one closer to zero is always greater. The farther a negative decimal is from zero, the smaller
its value.
.45 ____ -.18
A positive number is always greater than a negative number. This also holds true for decimals and fractions.
.45 >-.18
-.29 ____ -.56
The smaller the number the closer it is to zero.
-.29 >-.56
Now its time for you to practice. Compare the following negative and positive decimals.
Example A
-.98 ____ -.88

Solution: <
Example B
14
12
Solution: >
Example C
.67 ____ -.67

Solution: >
Instead of letter writing, Carmen had to complete some math homework. She is working on comparing negative
fractions and decimals. This is exactly where she got stuck.
"I am never going to get this done," she muttered under her breath at the kitchen table.
Here is the problem she is stuck on.
25 _____ .38
Do you have any idea how to compare these two?
First, we have to write them both as fractions. Lets convert -.38 to a fraction.
38
25 _____ 100
Now we need to write them so they have the same denominator. Lets change negative two - fifths to a fraction with
a denominator of 100.
40
25 = 100
Next we can compare.

40
38
100
< 100
This is the answer.

1009
11.4. Positive and Negative Fraction and Decimal Comparison
www.ck12.org
Guided Practice

Compare 25 and 67
Answer
Remember, the closer a value is to zero, the greater the value. Remember this with integers?
4 < 1
This is a true statement.
We must keep this in mind when working with negative fractions too.
Negative six - sevenths is a larger fraction. Because it is negative, it is farther away from zero. It is the smaller value
in this case.
52 > 67
This is the answer.
Video Review
MEDIA
Khan Academy: Locate integers on a number line

Explore More
Directions: Compare each pair of values using <, >or =.

1. -.18 ____ -.27
2. -23 ____ -.98
3. -9 ____ -11
4. -18 ____ -29
5. -67 ____ -89
6. 14
45
7. 34
13
5
8. 10
12
9. 34
.75
10. 14
11. .25
12. 18
20
1010
.25
43
21
www.ck12.org
Directions Write the following integers in order from least to greatest.

13. -4, -12, -19, -8, 0, -2, -1
14. 5, 7, 23, 8, -9, -11
15.
1 1 5 3
2 , 4 , 6 , 4
1011
11.5. Sums of Integers on a Number Line
www.ck12.org
11.5 Sums of Integers on a Number Line

Here youll learn to find sums of integers on a number line.
Cooper is having a great time getting to know his pen pal in New Zealand. He and his pen pal Riley are the same
age and both love sports. The one thing that Cooper is having a hard time with is the whole idea of time zones.
I get it if we are talking here, New York and California, Cooper tells his friend Emma. Thats a difference of
three hours. It is a loss of three if I go to California and it is a gain of three if I travel from California back to here.
It is 8 am right now, so it is 5 am in California.
Well if you get that, whats so hard about New Zealand? You can use integers to figure out the time just like you
did with New York and California, Emma says smiling.
What do you mean?
Well, you said it is eight am right now. Then there is a loss of three hours to travel to California. You can write an
addition problem and figure it out.
8 + -3 = 5
See? Emma says jotting the numbers on a piece of paper.
Nope, not really, Cooper says shaking his head. I know that New Zealand is 16 hours ahead of us, but I dont
know what to do from there. Is that a loss or a gain?
Cooper is definitely puzzled. Emma is correct though. Adding integers will definitely help Cooper figure out
his time zone trouble. In this Concept, you will learn how Cooper can solve this problem by using a number
line.
Guidance
To review, an integer is a member of the set of whole numbers and their opposites. We can say that integers are both
positive and negative whole numbers.
Besides writing, identifying, and using integers, we can add integers too. We can find the sum of more than one
integer.
How can we find integer sums?
One of the best ways to find integer sums is to use a number line. We can add integers by looking at where they fall
on the number line.
-5 + 7 = ____
Here we have a negative five plus a positive 7. You can think of this in terms of losses and gains. We start with a
loss of five and then we have a gain of seven.
1012
www.ck12.org
That is a great question! It can be a little confusing to try to figure out how to add a loss and a gain or a
negative and a positive number. We can use a number line to help us clarify the sum of these two integers.
Next, we start with the first integer. It is a loss of 5 or we start at negative five.
Next we add a positive seven. Since we are adding a positive seven we move toward the positive side of the
number line. We start at negative five and count up seven units.
-5 + 7 = 2
Our answer is positive 2.
6 + -9 = _____
Lets start with a number line.
Our first integer is positive 6, so that is where we will begin.

We add negative nine next. Since we are adding a negative number, it is a loss, so we move toward the negative
side of the number line. We are adding a negative nine, so we move to the left nine units.
6 + -9 = -3
Our answer is -3.
1013
www.ck12.org
We can also add two negative numbers.

-2 + -4 = ____
Since we are adding two negatives, we are adding a loss and another loss, so we have a greater loss. Negative plus
negative is more negative. Lets look at this on the number line.
Next, we add a negative four. Since we add a negative we move toward the negative or left side of the number line
four units.
-2 + -4 = -6
Our answer is -6.
You can use a number line for a reference anytime you would like. Many times this will help you until you develop
more skill adding integers.
Practice finding each sum by adding integers on the number line.
Example A
-5 + 9 = ____
Solution: 4
Example B
-1 + -8 = ____
Solution: -9
Example C
5 + -7 = ____
Solution: -2
Now lets look at how to solve the problem about the time zones by using a number line. Draw a number line and
use it to work through the problem as we go along. Here is the original problem.
Cooper is having a great time getting to know his pen pal in New Zealand. He and his pen pal Riley are the same
age and both love sports. The one thing that Cooper is having a hard time with is the whole idea of time zones.
1014
www.ck12.org
I get it if we are talking here, New York and California, Cooper tells his friend Emma. Thats a difference of
three hours. It is a loss of three if I go to California and it is a gain of three if I travel from California back to here.
It is 8 am right now, so it is 5 am in California.
Well if you get that, whats so hard about New Zealand? You can use integers to figure out the time just like you
did with New York and California, Emma says smiling.
What do you mean?
Well, you said it is eight am right now. Then there is a loss of three hours to travel to California. You can write an
addition problem and figure it out.
8 + -3 = 5
See? Emma says jotting the numbers on a piece of paper.
Nope, not really, Cooper says shaking his head. I know that New Zealand is 16 hours ahead of us, but I dont
know what to do from there. Is that a loss or a gain?
Now that we know about positive and negative integers, lets learn the rest of the discussion.
Alright, never mind about that, Cooper says. Ill just add 16 to 8 am and that will give me the time in New
Zealand.
Cooper writes the following on his paper.
8 + 16 = 24
Emma smiles.
You cant do it that way silly. We dont have 16 hour clocks. We have 12 hour clocks. You can use integers to solve
this, but you will need to split up the 16 hours into 12 hours and 4 hours. If you start at 8 in the morning and then
you gain 12 hours, you end up at 8 at night.
8 am to 8 pm is 12 hours.
Oh, I see, Cooper said. Now I have four hours more to add. So I start at 8 pm and add four hours.
8 + 4 = 12 midnight
When it is 8 am here, it is 12 midnight in New Zealand, Cooper said.
What about if Cooper was in New Zealand at 2 pm in the afternoon and could travel instantly back to New
York? What time would he arrive?
You can figure this out in the same way. There is still a 16 hour difference-except this time we are going back in
time not forward in time.
-16 hours
2 pm to 2 am the day before = 12 hours
2 am + -4 hours = ____
We can count backwards for this one.
2, 1, 12, 11 pm
Cooper would arrive in New York at 11 pm the day before he left.
Guided Practice

Draw a number line from -6 to 9 and find this sum.
1015
www.ck12.org
5 + 1 + 7 = _____
Answer
To find this sum, we are going to start at negative five.
Then we add negative 1 and end up at negative 6.
Next, we add positive seven to negative 6.
Our answer is 1.
Video Review
MEDIA
James Sousa, Adding Integers Using a Number Line

Explore More
Directions: Add the following integers that have the same sign by using a number line. You may figure out a pattern.
If so, try finding the sums without a number line.
1. 6 + 7 = _____
2. -9 + -7 = _____
3. -3 + -4 = _____
4. 5 + 12 = _____
5. -12 + -23 = _____
6. 27 + 11 = _____
7. -34 + -13 = _____
8. 25 + 16 = _____
9. -9 + -29 = _____
10. -16 + -12 = _____
Directions: Add the following integers using a number line. Notice that they have different signs.
11. -9 + 3 = _____
12. -7 + 5 = _____
13. 1 + -12 = _____
14. 3 + -8 = _____
15. -19 + 11 = _____
16. 7 + -12 = _____
1016
www.ck12.org
17. 23 + -10 = _____

18. -4 + 16 = _____
19. 15 + -18 = _____
20. -15 + 9 = _____
1017
11.6. Absolute Value of Integers
www.ck12.org
11.6 Absolute Value of Integers

Here youll learn to identify the absolute value of integers.
Have you ever studied mountain ranges? Take a look at this dilemma.
When Kelly came home from school, she began to do a little research on mountain ranges. She found that the city
of La Quinta in California is 56 feet above sea level and that the Santa Rosa Mountains are nestled around it.
"Very interesting," Kelly thought to herself.
After reading about mountains, Kelly spotted a book that her brother had on scuba diving. She spotted a picture of a
queen angel fish that was taken at a depth of 56 feet.
"Wow, 56 again," Kelly said aloud.
If sea level is 0 and the surface of the water is considered 0, then these two items are the same distance from zero.
Here is how we can write them.
+56
56
They have the same distance from zero, and this is an important thing in mathematics.
Pay attention and you will see why through the information in this Concept.
Guidance
Using a number line allows you the opportunity to see where a number is in relationship to other numbers. We can
also see how far a number is from zero.
If you look at this number line, you will see that 2 is two units away from zero. We call each little line on the
number line a unit. You will also see that -2 is two units away from zero. Even though these numbers have
completely different values, one is a loss and the other is a gain, they are both two units away from zero.
The absolute value of a number is the distance that the integer is from zero.
When you want to find the absolute value of a number, the distance the number is from zero, you will see this symbol
around the number |5|. The absolute value of 5 is 5. Five is five units away from zero.
|9|=
The absolute value of negative nine is the number of units that -9 is from zero. It is nine units from zero. So the
absolute value of -9 is 9.
|9|= 9
|9|=
The absolute value of 9 is the number of units that the number 9 is from zero. Nine is nine units from zero.
|9|= 9
1018
www.ck12.org
Practice working with absolute values. Find the absolute value of each integer.
Example A
|10|=
Solution: 10
Example B
|25|=
Solution: 25
Example C
|2|=
Solution: 2
When Kelly came home from school, she began to do a little research on mountain ranges. She found that the city
of La Quinta in California is 56 feet above sea level and that the Santa Rosa Mountains are nestled around it.
"Very interesting," Kelly thought to herself.
After reading about mountains, Kelly spotted a book that her brother had on scuba diving. She spotted a picture of a
queen angel fish that was taken at a depth of 56 feet.
"Wow, 56 again," Kelly said aloud.
If sea level is 0 and the surface of the water is considered 0, then these two items are the same distance from zero.
Here is how we can write them.
+56
56
They have the same distance from zero, and this is an important thing in mathematics.
The absolute value of a number is the distance that a value is from zero. In this situation, Kelly has discovered two
different things that both have the same distance from zero. The city of La Quinta is positive as it is above sea level,
while the angel fish is under the water so it is a negative value.
The absolute value of both items is the same.
1019
11.6. Absolute Value of Integers
www.ck12.org
The absolute value of the fish and the city is 56. This is our answer.
Guided Practice

|270|=
Answer
To find the absolute value of this integer, remember that we are looking for the distance a value is from zero.
This value is 270 units from zero.
The absolute value of 270 is 270.
This is our answer.
Video Review
MEDIA
Khan Academy: Absolute Value1

Explore More
Directions: Identify the absolute value of integers. Use a number line for reference.
1. |6|
2. |6|
3. |21|
4. |8|
5. |12|
6. |7|
7. |17|
8. |17|
9. |4|
10. |4|
1020
www.ck12.org
11. |204|
12. |44|
13. |144|
14. |144|
15. |290|
1021
11.7. Sums of Integers with the Same Sign
www.ck12.org
11.7 Sums of Integers with the Same Sign

Here youll learn to add integers with the same sign.
Have you ever sewed something and had to take out a bunch of stitches?
After finishing her letter to her pen pal, Callie began working on sewing her sweater. She had caught it on a hook
at school and tore a small hole in the right sleeve. Callie sewed fourteen stitches and then added another ten to that.
She thought that she had picked a thread that would match the sweater exactly. When she looked at her work, she
discovered that she had not matched the sweater with her choice of thread.
Callie took out 10 stitches, and then she took out another 14 stitches.
How many did she take out altogether?
Can you write this problem using negative numbers?
This Concept will show you just how to do that.
Guidance
When you add integers with the same sign, you think in terms of gains OR in terms of losses, but not both at once.
You dont have losses and gains just one or the other.
5 + 9 = ____
These two integers are both positive. We can add them just as we would any whole numbers. Five plus nine is
fourteen. That is our answer.
5 + 9 = 14
The answer is 14.
A positive plus a positive is still positive. The sign stays the same when you add two integers that have the
same sign.
What about a negative integer plus a negative integer?
A negative integer is a loss. A loss plus another loss is more loss. As before, the sign stays the same when you
add two integers that have the same sign.
-9 + -8 = ____
A negative nine plus a negative eight is a negative seventeen.
-9 + -8 = -17
The answer is -17.
We can notice two things.
1. The sign stays the same when you add two integers that have the same sign.
2. You can add the integers just as you would whole numbers and keep the sign the same.
A gain and a gain is more gain.
A loss and a loss is more loss.
Practice adding integers with the same sign.
1022
www.ck12.org
Example A
-9 + -11 = ____
Solution: -20
Example B
-8 + -13 = ____
Solution: -21
Example C
17 + 12 = ____
Solution: 29
Now back to Callie and the sweater.
After finishing her letter to her pen pal, Callie began working on sewing her sweater. She had caught it on a hook
at school and tore a small hole in the right sleeve. Callie sewed fourteen stitches and then added another ten to that.
She thought that she had picked a thread that would match the sweater exactly. When she looked at her work, she
discovered that she had not matched the sweater with her choice of thread.
Callie took out 10 stitches, and then she took out another 14 stitches.
How many did she take out altogether?
Can you write this problem using negative numbers?
The first part of this problem is simple, we can add 10 and 14.
10 + 14 = 24
To write this problem using negative numbers, we add a negative sign to each value. This shows that Callie "took
out" the stitches and did not add them.
10 + 14 = 24
This is our answer.
Guided Practice

Add the following integers.
7 + 12 + 36
Answer
Since all of these values are negative, we can simply add the values and then make our answer negative.
7 + 12 + 36 = 55
The answer is 55.
1023
11.7. Sums of Integers with the Same Sign
www.ck12.org
Video Review
MEDIA
James Sousa, Example of Adding Integers

Explore More
Directions: Add the following integers.

1. 6 + 9
2. 6 + 9
3. 16 + 9
4. 16 + 19
5. 23 + 90
6. 86 + 99
7. 96 + 9
8. 76 + 29
9. 336 + 9
10. 206 + 89
11. 6 + 9 + 17
12. 34 + 9 + 12
13. 96 + 19 + 8
14. 76 + 29 + 11
15. 36 + 89 + 33
1024
www.ck12.org
11.8 Sums of Integers with Different Signs

Here youll learn to add integers with different signs.
Callie continued to work on her sweater throughout the evening. For some reason, once she changed the thread, the
stitches did look even.
"What is wrong with this?" She commented in frustration.
Callies Mom came over to look at her work.
"Whats the matter?" her Mom asked.
"These stitches dont look right. I made 14 and then took out 4 before adding 8 more and it still looks funny," Callie
said showing her Mom the sweater.
"You have the wrong size needle. If you change to a smaller needle, the stitches will look a lot better," her Mom
instructed.
Callie was relieved and went to the sewing box to get a new needle.
Callies stitches present a situation where you could demonstrate adding positive and negative numbers.
Do you know how to write this expression? How many stitches did Callie sew?
This Concept is all about adding integers with different signs. By the end of the Concept, you will know how
to answer these two questions.
Guidance
You now know how to add integers with the same sign. What about when two integers have different signs? We
started working on this when we used a number line for adding earlier in this Concept. But if you dont have a
number line, you can still add integers with different sign. Lets learn how to do this now.
How do we add integers with different signs?
We can add integers with different signs by ignoring the sign and by finding the difference between the two
values. Then the sign of the greater loss or gain becomes the sign of the answer.
8 + -3 = ____
First, ignore the sign and find the difference between 8 and 3. Difference means to subtract. We subtract 8
and 3 and get 5.
8-3=5
Next, think about losses and gains. The gain is greater than the loss. So our sign is positive.
8 + -3 = 5
The answer is positive 5.
We can check our work by using a number line.
We start with positive 8.

1025
11.8. Sums of Integers with Different Signs
www.ck12.org
We add a negative three to that, so we move three units towards the negative side of the number line.
The answer is 5, so our answer checks out.
Lets try another one.
-9 + 4 = ____
First, ignore the signs and find the difference between the two values.
9-4=5
Next, think about losses and gains. Here the loss is negative nine. That is a big loss. The loss is greater than
the gain. A loss of nine is greater than a gain of four, so our sign in negative.
-9 + 4 = -5
The answer is negative five.
Now its time for you to try a few on your own. Figure out each sum.
Example A
7 + -13 = ____
Solution: -6
Example B
-22 + 10 = ____
Solution: -12
Example C
-1 + 16 = ____
Solution: 15
Now back to Callie and the sweater. Here is the original problem once again.
Callie continued to work on her sweater throughout the evening. For some reason, once she changed the thread, the
stitches did look even.
"What is wrong with this?" She commented in frustration.
Callies Mom came over to look at her work.
"Whats the matter?" her Mom asked.
"These stitches dont look right. I made 14 and then took out 4 before adding 8 more and it still looks funny," Callie
said showing her Mom the sweater.
"You have the wrong size needle. If you change to a smaller needle, the stitches will look a lot better," her Mom
instructed.
1026
www.ck12.org
Callie was relieved and went to the sewing box to get a new needle.
Callies stitches present a situation where you could demonstrate adding positive and negative numbers.
Do you know how to write this expression? How many stitches did Callie sew?
To write this expression, we begin by writing the stitches. A positive value is when Callie added a stitch and a
negative value is when she took one out.
14 + 4 + 8
Next, we add them together. We add the first two values and then add the third to that sum.
10 + 8 = 18
Callie added 18 stitches in all.
Guided Practice
-2 + 8 = _____
First, ignore the signs and find the difference between the two values.
8-2=6
Next, think about losses and gains. This problem starts with a loss of 2, thats the negative two, and then there
is a gain of 8. That is a sum of positive 6. Since the gain is greater than the loss, the answer is positive.
The answer is positive six.
Video Review
MEDIA
Khan Academy, Adding Integers with Different Signs
MEDIA
James Sousa, Example of Adding Integers

Explore More
Directions: Add the following pairs of integers.

1027
11.8. Sums of Integers with Different Signs

1. 12 + 4
2. 24 + 14
3. 32 + 4
4. 52 + 14
5. 67 + 64
6. 55 + 64
7. 78 + 84
8. 99 + 104
9. 112 + 114
10. 19 + 4 + 12
11. 32 + 24 + 65
12. 98 + 12 + 34
13. 70 + 34 + 23
14. 82 + 54 + 27
15. 98 + 34 + 18
1028
www.ck12.org
www.ck12.org
11.9 Differences of Integers Using a Number

Line
Here youll learn to find differences of integers on a number line.
Have you ever had an job after school? Jamie wrote to his pen pal all about his job cutting grass. He also told his
pen pal about a situation where he owed money that he had borrowed from his brother. Take a look.
Jamie earned ten dollars cutting grass. He owes his brother twelve dollars from a movie that they went to. Does
Jamie still owe his brother money if he gives him the whole ten dollars he made? How much does he still owe?
This is a situation where we can find differences of integers by using a number line. Pay attention and this
Concept will teach you what you need to know.
Guidance
In our last few Concepts, you learned how to add integers using a number line. This Concept focuses on finding
the differences of integers. The word difference is a word that you have seen before. It is a key word that means
subtract. When you see the word difference, you know that you will be subtracting values.
One of the best ways to learn about finding the differences of integers is to use a number line. We can subtract values
using a number line.
-6 2 = ____
Here we have the value of negative six and we are subtracting two from it. Lets use a number line to figure this out.
We start at the first value, which is negative six.
Next, we subtract two from this value. If we subtract two, we move further into the negatives. Think of it as another
loss. We start at negative six and move two units to the left into the negatives.
1029
11.9. Differences of Integers Using a Number Line
-6 2 = -8
We start with a loss and we have more loss, so our answer is a greater loss.
The answer is negative eight.
2 9 = ____
Here we have two minus nine. We start at positive two.
We have a loss of nine. We subtract nine from the two where we started.
The answer is negative 7.

2 9 = -7
The answer is negative seven.
Practice a few of these on your own. Use a number line to work through the problem.
Example A
4 10 = ____
Solution: -6
Example B
-9 3 = ____
Solution: -12
Example C
-12 4 = ____
1030
www.ck12.org
www.ck12.org
Solution: -16
Now back to Jamie. Here is the original problem from the beginning of the Concept.
Have you ever had an job after school? Jamie wrote to his pen pal all about his job cutting grass. He also told his
pen pal about a situation where he owed money that he had borrowed from his brother. Take a look.
Lets start by writing a number sentence to represent this problem.
Jamie earned $10.00. He owes his brother $12.00.
10 - 12 = ____
Lets use a number line to figure out if Jamie still owes his brother money.
We start at positive ten and then subtract 12. This means that we move twelve units toward the negative side of the
number line.
10 12 = -2
The answer is yes-he still owes more money. Jamie owes his brother $2.00.
Guided Practice

Write a number sentence for this situation and then solve it.
Marcy lost 12 gems from a small jewel bag. Then she lost another four gems. How many did she lose?
Answer
To write this expression, you simply have to use negative numbers for losses.
12
Marcy lost 12 gems.
4
Then she lost another four gems.
1031
11.9. Differences of Integers Using a Number Line

12 4 = 16
Marcy lost 16 gems.
Video Review
MEDIA
James Sousa, Subtracting Integers: The Basics

Explore More
Directions: Find each difference by using a number line.

1. 5 2
2. 7 12
3. 5 12
4. 25 42
5. 5 32
6. 15 12
7. 18 2
8. 25 22
9. 45 32
10. 35 37
11. 14 32
12. 15 44
13. 41 12
14. 18 13
15. 7 92
1032
www.ck12.org
www.ck12.org
11.10 Differences of Integers with the Same Sign

Here youll learn to subtract integers with the same sign.
Remember Jamie and the money? Take a look once again.
In the last Concept, you solved this problem by using a number line. We could also solve it by subtracting integers
with the same sign.
In this Concept, you will learn how to solve this problem in a different way.
Guidance
In the last Concept, you learn how to subtract integers using a number line. You wont always have time to draw
a number line though, so this Concept will teach you how to subtract integers that have the same sign without the
visual aid. Lets begin.
First, lets look at subtracting two positive numbers.
9 4 = ____
In this problem, if we use the language of losses and gains, we could say that we have a gain of nine and a loss of
four. Because our loss is not greater than the gain, our answer is positive.
This is a key point. If the loss is greater than the gain, then our answer would be negative. In this example,
the loss of four is not greater than the gain of nine, so our answer remains positive.
9 4 = 5
The answer is positive 5.
Here is a problem where we are still finding the difference between two positive numbers, but the loss is
greater than the gain.
3 8 = _____
In this problem we start with a positive three or a gain of three. Then we have a loss of eight. The loss is
greater than the gain that we started with.
3 8 = -5
Our answer is negative. It is a negative five.
1033
11.10. Differences of Integers with the Same Sign
www.ck12.org
Yes. Actually there is an easier way to think about subtracting any two integers. You can always think in terms
of losses and gains, but if that is difficult, we can think of subtraction as being the opposite of addition-that is
the key to making things simpler. Here is the hint.
What does this look like? How can we rewrite a subtraction problem as an addition problem?
3 8 = 3 + -8 = ____
The subtraction became addition.
Positive three plus a negative 8 is still a negative 5.
Our answer did not change even though our method of solving it did. The answer is still -5.
How can we find the difference of two negative numbers?
-6 3 = ____
We can find this difference in two ways. The first way is to think in terms of losses and gains. The second is to
change subtraction to addition by adding the opposite. Lets start with losses and gains.
If we think of this problem in terms of losses and gains, we start with a loss of 6.
-6
Next, we dont add another loss, but we take away a loss. If you take away a loss, that is the same thing as a gain.
So we have a gain of 3.
-6 combined with a gain of 3 = -3
Our answer is -3.
Now, lets solve the problem by changing subtraction to addition by adding the opposite.
-6 3 = -6 + 3
We changed the subtraction to addition and added the opposite. The opposite of the given value of negative three is
positive three. Now we can solve the addition problem.
-6 + 3 = -3
1034
www.ck12.org
Notice that the answer is the same no matter which way you approach it. The answer is still -3.
Practice what you have learned by finding the differences of the following integer pairs.
Example A
5 10 = ____
Solution: - 5
Example B
14 7 = ____
Solution: 7
Example C
-4 8 = ____
Solution: 4
First, lets work with the information that we have been given.
Jamie earned ten dollars.
10
He owes 12 dollars.
12
We can put it together for an expression.
10 12 = 2
Jamie still owes his brother two dollars.
Guided Practice

The bank started out the day with a loss of 25 points. Over the course of the day, a twelve point loss was taken away.
What was the final statistic at the end of the day?
Answer
To work on this problem, we can write each loss as a negative number.
The bank started with a loss of 25 points.
25
Over the course of the day, a 12 point loss was taken away.
(12)
1035
11.10. Differences of Integers with the Same Sign

We can put it together for a complete expression.
25 (12)
The banks ending statistic was still a loss of 13 points.
Video Review
MEDIA
MEDIA
James Sousa, Subtracting Integers
MEDIA
James Sousa, Example of Subtracting Integers

Explore More
Directions: Subtract each pair of integers.

1. 14 19
2. 24 19
3. 1 7
4. 4 12
5. 14 29
6. 24 (19)
1036
www.ck12.org
www.ck12.org
7. 9 11
8. 13 (1)
9. 23 19
10. 31 15
11. 18 (19)
12. 14 6
13. 74 39
14. 54 (29)
15. 64 99
1037
11.11. Differences of Integers with Different Signs
www.ck12.org
11.11 Differences of Integers with Different Signs

Here youll learn to subtract integers with different signs.
Have you ever watched a football game? Take a look at this dilemma.
After the football game Friday night, Sarah could hardly wait to write and tell her pen pal Emily all about it. It had
been one of the most exciting games that Sarah had ever been to. The middle school team was evenly matched with
a rival team from a neighboring school. The game had been very close. In fact it had come down to the last few
minutes of play.
Sarah wrote this to her pen pal, At the end of the fourth quarter, we were twenty yards away from a touchdown.
The score was 14 to 14. We needed this touchdown to win the game. The running back took the football and began
running. He made it 15 yards.
Then, on the next play, the defenders charged at our players. We had a loss of ten yards on that play. Next, our
players earned a penalty of 15 yards, but the coach challenged the call and the referee took away a loss of ten yards.
Then we ran for a gain of 5 yards. On the next play, the quarterback threw the ball for a touchdown and we won the
game!
Sarah reread her letter. All of the yards gained and lost seemed a bit confusing.
I think I can write this clearer if I use integers, Sarah thought to herself. Then I can see how far the quarterback
threw the ball for the touchdown.
Writing about the football game will involve sums and differences of integers. That is what this Concept is all
about. Follow along through this Concept and at the end Sarah will show you how she explains the yards lost
and gained through an integer problem.
1038
www.ck12.org
Guidance
In the last Concept, you learned how to find the differences of integers that had the same sign. You learned how
to find the differences of two positive integers and of two negative integers. Now we are going to apply what you
learned in the last section when finding the differences of integers that have different signs.
-6 4 = ____
Just like the last Concept, there are two different ways to approach this problem. We can think of it in terms
of losses and gains or we can change subtraction to addition and add the opposite.
Lets start by thinking in terms of losses and gains.
This problem starts with a loss. There is a loss of six or a negative six.
-6
Next, we take away a gain of four. The subtraction is the taking away. We have a positive four, so we take away a
gain of four. If you take away a gain it is the same as adding a loss.
-6 4 = -10
The answer is -10.
Now lets change the subtraction to addition and add the opposite.
-6 4 = -6 + -4
The subtraction changed to addition. Positive four became its opposite, negative four.
-6 + -4 = 10
The answer is the same. It is still -10.
In this last problem we looked for the difference between a negative and a positive. What about finding the
difference between a positive and a negative?
6 3 = ____
Once again, we can approach this problem in two ways. We can think in terms of losses and gains, and we
can change the subtraction to addition and add the opposite.
Lets start by thinking in terms of losses and gains.
We start with a gain because our first value is positive six.
6
Then we take away a loss. When you take away a loss of 3, it is the same as adding three.
6 3 = 9
The answer is 9.
Now lets change the subtraction to addition and add the opposite.
6 3 = 6 + 3
The subtraction sign became an addition sign. The negative three became its opposite which is positive three.
6+3=9
The answer is 9.
Practice a few of these on your own. Choose a method and find the difference of each pair of integers.
1039
www.ck12.org
Example A
-5 7 = ____
Solution: -12
Example B
2 8 = ____
Solution: 10
Example C
-13 5 = ____
Solution: -18
Remember the football game? Lets go back to the football game and integers.
After the football game Friday night, Sarah could hardly wait to write and tell her pen pal Emily all about it. It had
been one of the most exciting games that Sarah had ever been to. The middle school team was evenly matched with
a rival team from a neighboring school. The game had been very close. In fact it had come down to the last few
minutes of play.
Sarah wrote this to her pen pal, At the end of the fourth quarter, we were twenty yards away from a touchdown.
The score was 14 to 14. We needed this touchdown to win the game. The running back took the football and began
running. He made it 15 yards.
Then, on the next play, the defenders charged at our players. We had a loss of ten yards on that play. Next, our
players earned a penalty of 15 yards, but the coach challenged the call and the referee took away a loss of ten yards.
Then we ran for a gain of 5 yards. On the next play, the quarterback threw the ball for a touchdown and we won the
game!
Sarah reread her letter. All of the yards gained and lost seemed a bit confusing.
I think I can write this clearer if I use integers, Sarah thought to herself. Then I can figure out how far the
quarterback threw the ball for the touchdown.
Lets write out the integers that we are using in this problem.
He made it 15 yards = +15
A loss of ten yards = + -10
A penalty of 15 yards = + -15
Referee took away a loss of ten yards = 10
Then we ran for a gain of 5 yards = +5
Now we can write a problem using sums and differences of the following integers.
15 + -10 + -15 10 + 5
Lets work from left to right adding integers.
15 + -10 = 5
5 + -15 = -10
-10 10 = 0 yards gained
1040
www.ck12.org
0 + 5 = 5 yards gained.
Since the team originally needed 20 yards for a touchdown, after all of the gains and losses, they ended up
with a gain of five.
20 5 = 15
The quarterback threw the ball 15 yards for the touchdown.
Guided Practice

During the first quarter of Friday nights game, Lawrence High Schools football team had a gain of 10 yards, then
a loss of 20 yards then a gain of 5 yards, another gain of 3 yards and a loss of 2 yards before the coach called time
out. If they started on the ten yard line, where were they when the coach called time out?
Answer
To work through this problem, we need to write an integer number sentence showing the losses and gains that
the team had. Each loss is a negative number and each gain is a positive one. We know that they started on
the ten yard line, so that is our first number.
10 + 10 20 + 5 + 3 2 = ____
Next, we add each integer in order.
10 + 10 = 20
20 20 = 0
0+5 = 5
5+3 = 8
82 = 6
The team was on the six yard line when the coach called time out. At this point they had actually experienced
a loss of four from their starting place on the ten yard line.
Video Review
MEDIA
1041
MEDIA
James Sousa, Subtracting Integers
MEDIA
James Sousa, Example of Subtracting Integers

Explore More
Directions: Find the differences of the following integer pairs.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
1042
-2 4 = ____
-8 9 = ____
-6 7 = ____
-11 12 = ____
-13 22 = ____
-89 11 = ____
2 7 = ____
4 9 = ____
5 8 = ____
13 20 = ____
12 23 = ____
25 30 = ____
45 90 = ____
34 67 = ____
-2 3 = ____
-8 3 = ____
-9 7 = ____
-5 10 = ____
-9 12 = ____
-10 10 = ____
-14 15 = ____
5 8 = ____
6 7 = ____
10 9 = ____
11 7 = ____
18 9 = ____
22 5 = ____
34 3 = ____
www.ck12.org
www.ck12.org
29. 35 35 = ____
30. 45 10 = ____
1043
11.12. Integer Multiplication
www.ck12.org
11.12 Integer Multiplication

Here youll learn to find products of integers.
Remember the pen pal project?
Tylers pen pal Amelia is a member of Jafakids in Auckland New Zealand. Tyler loves mountain biking, particularly
in New York in the summer. Through his letters with Amelia, he has discovered that Amelia is a member of a
mountain biking group that meets daily in Auckland.
Amelia told him all about it in her last letter. She told him that Jafakids is a club that was started to promote fitness.
You have to be 11 years old to join and everyday from 5:30 to 7:30 pm kids get a chance to go mountain biking.
Some of the groups ride on some very difficult single track trails. Some of the kids decide to race and compete. This
is Amelias first year and so she is still learning how to tackle some of the most challenging terrain.
I ride a lot and love it, Amelia wrote to Tyler. Last week we were at a big park called Wood Hill Bike Park. It
is over 100 kilometers long, and there are some difficult trails to ride. We went up to the top of this big hill. Our
instructors told us that for every kilometer in altitude that we climbed, we would drop about 2 in temperature. We
ended up traveling 5 vertical kilometers.
Tyler stopped reading the letter. He was puzzled. If the group had traveled 5 vertical kilometers, and it was 70
when they started, what was the temperature when they stopped?
To figure this problem out, you will need to understand how to multiply integers. Pay close attention to this
Concept and you will understand how to figure out the answer to Tylers question.
1044
www.ck12.org
Guidance
This Concept focuses on finding the products of integers.

What is a product?
A product is the answer of a multiplication problem. When we talk about products we are talking about multiplying
integers. Remember that an integer is the set of whole numbers and their opposites.
Lets look at finding the products of positive integers. What does it mean to multiply?
Remember that multiplication is repeated addition. When a value is being multiplied repeatedly, we can say
that multiplication is a short cut for this repeated addition.
3(4) = ____
This means 3 times 4. A set of parentheses is a way to show multiplication. This means that four is being added
three times.
4 + 4 + 4 = 12
The answer is 12.
We can find the product of any two positive integers just as we would multiply any two positive whole
numbers.
What does it mean to multiply a positive and a negative integer?
When we multiply a positive and a negative integer, it means that the negative number is being added so many times.
Once again, we have repeated addition.
6(-5) = ____
Here negative five is being added six times.
-5 + -5 + -5 + -5 + -5 + -5 = -30
The answer is negative thirty.
We can write a rule for multiplying positive and negative integers based on these problems.
Does it matter if we write the positive number first or the negative number first?
No. It doesnt matter because of the Commutative Property of Multiplication. You can check out a review of
this property in the Vocabulary Review at the end of the Concept.
We can also find the product of two negative integers.
Lets say that we wanted to multiply the following two negative integers.
(-5)(-2) = ____
We know that 5 times 2 is 10, but we dont know what sign to use. Is the answer positive or negative?
Well, what happens if we multiply -5 and 0?
1045
www.ck12.org
-5(0) = 0
The answer is zero.
What happens if we multiply -5 by 1?
-5(1) = -5
The answer is negative five. We already know that a negative times a positive is a negative.
What happens if we multiply -5 by 2?
-5(2) = -10
Notice that each time we multiply by a new digit in order, 0, 1, 2, we have a difference of five in our answer.
Here are the three products we just arrived at. These were the products of multiplying by 0, 1 and 2.
0, -5, -10
We can say that if we multiply by -1 and -2, our answer will go 5 the other way. These moved negative. If we
multiply by the opposite sign, the values should move positive.
5(0) = 0
5(1) = 5
5(2) = 10
Here is the rule for multiplying two negative integers.
Now that you have learned how to multiply integers, you are ready to put this into practice when evaluating
numerical and algebraic expressions.
You will need the rules for multiplying integers to evaluate expressions.
Positive positive = positive
Negative positive = negative
Negative negative = positive
Lets begin by evaluating numerical expressions.
A numerical expression is an expression that has multiple numbers and sometimes multiple operations. To evaluate
a numerical expression involving integers, you will need to remember all of your integer rules and apply them as
you work.
(-3)(-5) + (-2)(7)
In this problem, we have two operations, multiplication and addition.
Lets begin with the multiplication. Remember that whenever you see two sets of parentheses next to each other
that it means that we need to multiply. Lets multiply each part of the expression.
1046
www.ck12.org
(3)(5) = 15
(2)(7) = 14
Now we can add these products.
15 + -14 = 1
Numerical expressions can take many different forms too. The key is that there are often more than two numbers
and at least two operations.
-2(-5 + -3 + 6)
Here we need to find a sum inside of the parentheses and then multiply this sum by negative two.
5 + 3 + 6 = 8 + 6 = 2
2(2) = 4
The answer is 4.
Now that you can find products, you can evaluate expressions. Lets begin by evaluating numerical expressions.
A numerical expression is an expression that has multiple numbers and sometimes multiple operations. To evaluate
a numerical expression involving integers, you will need to remember all of your integer rules and apply them as
you work.
(-3)(-5) + (-2)(7)
In this problem, we have two operations, multiplication and addition.
Lets begin with the multiplication. Remember that whenever you see two sets of parentheses next to each other
that it means that we need to multiply. Lets multiply each part of the expression.
(3)(5) = 15
(2)(7) = 14
Now we can add these products.
15 + -14 = 1
Numerical expressions can take many different forms too. The key is that there are often more than two numbers
and at least two operations.
We can also evaluate algebraic expressions. What is an algebraic expression?
An algebraic expression uses a combination of numbers, operations and variables. When you evaluate an algebraic
expression you are often given a value for the variable. You substitute this value into the expression for the variable
and then evaluate the expression.
4(10x) when x = 3
To evaluate this expression, we have to substitute the given value of x into the expression. Remember that a number
next to a variable means multiply.
1047
www.ck12.org
4(10 3)
4(30)
Next, we multiply negative four by thirty.

-4(30) = -120
The answer is -120.
Practice a few of these on your own. Find each product.
Example A
-9(-8) = ____
Solution: 72
Example B
(4)(-12) = ____
Solution: -48
Example C
(5)(13) = ____
Solution: 65
Now lets go back to the Jafakids.
1048
www.ck12.org

Tylers pen pal Amelia is a member of Jafakids in Auckland New Zealand. Tyler loves mountain biking, particularly
in upstate New York in Summer. Through his letters with Amelia, he has discovered that Amelia is a member of a
mountain biking group that meets daily in Auckland.
Amelia told him all about it in her last letter. She told him that Jafakids is a club that was started to promote fitness.
You have to be 11 years old to join and everyday from 5:30 to 7:30 pm kids get a chance to go mountain biking.
Some of the groups ride on some very difficult single track trails. Some of the kids decide to race and compete. This
is Amelias first year and so she is still learning how to tackle some of the most challenging terrain.
I ride a lot and love it, Amelia wrote to Tyler. Last week we were at a big park called Wood Hill Bike Park. It
is over 100 kilometers long and there are some difficult trails to ride. We went up to the top of this big hill. Our
instructors told us that for every kilometer in altitude that we climbed, we would drop about 2 in temperature. We
ended up traveling 5 vertical kilometers.
Tyler stopped reading the letter. He was puzzled. If the group climbed 5 kilometers, and it was 70 when they
started, what was the temperature when they stopped?
First, lets think about the integers that we have here.
For every kilometer, there is a 2 drop in temperature. So we can say that 1 km(2) = 2 drop.
The group traveled 5 kilometers, so we can take the 5 kilometers and multiply the distance by the number of
degrees dropped per kilometer.
5(2) = 10
It was 70 when they started.
70 + 10 = 60
It was 60 when the group stopped their climb.
You can learn more about Jafakids at www.aucklandmtb.co.nz/jafakids.
1049
www.ck12.org
Guided Practice

(9)(-6)(5) = _____
Answer
To find the product, we multiply the terms in order from left to right.
(9)(-6) = -54
(-54)(5) = -270
Our answer is -270.
Video Review
MEDIA
James Sousa, Multiplying Integers - The Basics
MEDIA
James Sousa, Example of Multiplying Integers
MEDIA
James Sousa, Multiplying Three or More Integers
1050
www.ck12.org
MEDIA
James Sousa, Example of Multiplying Three or More Integers

Explore More
Directions: Multiply each pair of integers to find a product.

1. (-7)(-8)
2. -3(4)
3. 5(8)
4. (-3)(-9)
5. 6(12)
6. -9(-9)
7. 8(-4)
8. -7(-2)
9. -7(-3)
10. 15(-2)
11. -15(2)
12. -2(-15)
13. 12(-5)
14. (-11)(-7)
15. (-4)(-5)
16. (-8)(-11)
17. (2)(-3)
18. -5(7)
19. -13(-2)
20. 14(2)
Directions: Evaluate each numerical expression.
21. (-9)(2)(-1)
22. (-3)(2)(-4)
23. (-5)(9)(-1)
24. (8)(-9)(-2)
25. (2)(-3)(-5)
1051
11.13. Integer Division
www.ck12.org
11.13 Integer Division

Here youll learn to find quotients of integers.
Have you calculated your grade after a test or quiz? Take a look at this dilemma.
Jessica couldnt believe that her pen pal Harrison had a history test the exact same day that she did. Wow! Imagine
the coincidence of having a test in the same subject on the same day. Jessica went to class excited to find out about
her score on the test. She wondered how her score would compare to Harrisons test score.
Mr. Watson, the history teacher, asked each student to come up to his desk to see his or her score. He wanted to hold
on to the test papers, but wanted the students to be able to see how they had done on the test.
Jessica walked up to Mr. Watsons desk and looked at the paper. She saw that she had earned a 90% on the 100 point
test.
Jessica was very excited.
How much was each question worth? She asked Mr. Watson.
Each question was worth 2 points, out of the possible 100, Mr. Watson told Jessica.
Jessica went back to her seat and couldnt help smiling. Then she started to think about the score. If she had earned a
90% on the test and each question had been worth 2 points, then how many questions had she answered incorrectly?
If Jessica earned a 90%, then that is -10 out of 100.
If each question missed took 2 points off of the test score, how many questions did Jessica answer incorrectly?
To help Jessica with this dilemma, you will need to understand how to divide integers. In this Concept you
will learn all that you need to know about dividing integers. Take what you have learned to help Jessica at the
end of this Concept.
Guidance
Having just finished learning about the multiplication of integers, it makes the most sense to move on to learning
about the division of integers. Lets start by learning about dividing positive integers.
What is a quotient?
A quotient is the answer in a division problem.
You have been dividing numbers for a long time. Remember that dividing means that we are splitting up a quantity
into groups. Here is a picture of 10 divided by two.
1052
www.ck12.org
There are ten suns pictured here. We have divided the ten suns into two rows. There are five in each row. The
grouping is the row. The answer is five.
When we divide ten into two groups, we have five in each group.
10 2 = 5
Five is the quotient of the problem. It is the answer.
We can divide positive integers. Dividing positive integers is the same as dividing a positive whole number.
15 3 = ____
Fifteen divided by three is five.
The answer is five.
25
5
1053
www.ck12.org
Ah, that is a good question. This looks like a fraction, but in this example, the fraction bar is being used to
show division. We can show division using the regular division symbol, , or we can show division using a
fraction bar.
This problem means twenty-five divided by five.
25 5 = 5
The answer is five.
Now, we can write the following rule about dividing positive integers.
Positive Positive = Positive
To understand quotients of positive and negative integers, it may help to think of division as the opposite of
multiplication. Remember that multiplication and division are inverse operations. Inverse operation means
opposite operation.
If we multiply a negative number and a positive number, we already learned that we get a negative answer.
-3(9) = -27
We can think of this problem as a division problem using the inverse operation of multiplication, division.
-27 9 = -3
A negative divided by a positive is equal to a negative number.
Now, we can write a rule about dividing negative and positive integers.
A negative divided by a positive is a negative.
A positive divided by a negative is a negative.
Whenever integers of different signs are divided, the quotient is negative.
To find quotients of negative integers we can think about dividing up quantities into groups.
Divide -12 into groups of -4. How many groups do you have?
To do this, we have to think of 12 units worth -1 each.
1054
www.ck12.org
We can say that each red circle has a value of -1. Therefore, the value of this entire group is -12. Now we want
to divide this into groups of -4. That means each group will have four red circles in them. Lets reorganize the red
circles and see how many groups of -4 we have.
We end up with three groups of negative four. -12 -4 = 3

A negative number divided by another negative number is a positive. If you think about this, we cant divide
a negative number into groups of negatives and have negative groups. It doesnt make sense. We divided -12
into groups of -4 and ended up with 3 groups. The number of groups is positive.
Here is our rule.
Negative negative = positive
Now lets move on to evaluating expressions involving integer division. Remember you will need to apply the
rules for dividing integers in many different situations.
We can start with evaluating numerical expressions.
What is a numerical expression?
A numerical expression is an expression that contains several integers and at least two operations. We can figure
out the value of the expression by using the information that we have learned.
8(9)
8
Here we have multiplication on the top of the fraction bar and the number eight on the bottom. Remember that the
fraction bar means division!
To evaluate this expression, we complete the multiplication first, then the division.
8 9 = 72 8 9 = 72 and a negative x a negative is a positive
72
8
72 8 = 9
The answer is 9.
1055
www.ck12.org
Sometimes we can have addition or subtraction with division too.

6+10
2
First, we complete the addition on the top of the fraction bar.

6 + -10 = -4
Now we complete the division.
4
= 2
2
Negative four divided by two is negative two.
The answer is -2.
How do we evaluate an algebraic expression?
Remember that an algebraic expression combines variables, integers and operations. While learning, you will often
be given a value for the variable. Then you substitute the given value into the expression and evaluate it.
xy (4) when x = 2 and y = 8
Here we have xy next to each other which means multiplication. We can substitute the given values in for x and y.
We do this first.
(2)(8) (-4)
Next, we follow the order of operations and complete multiplication/division in order from left to right.
16 (4)
4
The answer is -4.
Use these rules to practice finding quotients.
Example A
-16 -2 = ____
Solution: 8
Example B
-24 -12 =____

Solution: 2
Example C
-64 -2 = ____
Solution: 32
Now lets go back to the History test.
1056
www.ck12.org

Jessica couldnt believe that her pen pal Harrison had a history test the exact same day that she did. Wow! Imagine
the coincidence of having a test in the same subject on the same day. Jessica went to class excited to find out about
her score on the test. She wondered how her score would compare to Harrisons test score.
Mr. Watson, the history teacher, asked each student to come up to his desk to see his or her score. He wanted to hold
on to the test papers, but wanted the students to be able to see how they had done on the test.
Jessica walked up to Mr. Watsons desk and looked at the paper. She saw that she had earned a 90% on the 100 point
test.
Jessica was very excited.
How much was each question worth? She asked Mr. Watson.
Each question was worth 2 points, out of a possible 100, Mr. Watson told Jessica.
Jessica went back to her seat and couldnt help smiling. Then she started to think about the score. If she had earned a
90% on the test and each question had been worth 2 points, then how many questions had she answered incorrectly?
If Jessica earned a 90%, then that is -10 out of 100.
If each question missed took 2 points off of the test score, how many questions did Jessica answer incorrectly?
Now lets think about this question. We can begin by writing down the integers that we will be working with.
Jessica had 10 points taken off of her score = -10
Each question was worth 2 points, so 2 points were taken off by each wrong question = -2
Next, we divide the total number of points off by the number of questions that were incorrectly answered.
-10 -2 = 5
A negative divided by a negative is a positive.
Jessica answered 5 questions incorrectly.
Guided Practice

18 2 3
Answer
We can solve this problem by dividing the values in order from left to right.
18 2 = 9
9 3 = 3
Our answer is -3.
Video Review
1057
www.ck12.org
MEDIA
James Sousa, Division of Integers - The Basics
MEDIA
James Sousa, Example of Dividing Integers

Explore More
Directions: Find the quotient of each integer pair.

1. -18 9 = ____
2. -22 -11 = ____
3. -32 8 = ____
4. 32 8 = ____
5. -21 7 = ____
6. -72 12 = ____
7. -80 -10 = ____
8. 56 -7 = ____
9. 63 -9 = ____
10. -121 -11 = ____
11. 144 -12 = ____
12. 200 -4 = ____
13. -50 -2 = ____
14. 28 -2 = ____
15. 66 3 = ____
16. 150 -3 = ____
17. 180 -90 = ____
18. 70 -35 = ____
19. -44 -22 = ____
20. 75 3 = ____
1058
www.ck12.org
Directions: Evaluate each numerical expression.

21.
9+3
6
22.
9(6)
2
23.
(15)(3)
5
24.
18(4)
9
25.
312
5
1059
11.14. Ordered Pairs in Four Quadrants
www.ck12.org
11.14 Ordered Pairs in Four Quadrants

Here youll learn to graph ordered pairs in four quadrants.
Josh wants to show his pen pal where he lives in relation to his school. Josh lives three blocks from his school. In
fact, he lives three blocks South of his school. In order to coordinate where Josh lives in relation to his school, Josh
has decided to graph the location of his school on a coordinate grid.
Do you know how to do this?
This Concept is about graphing ordered pairs in four quadrants. You will learn how to do this in this Concept.
Guidance
Way back in an earlier Concept, you learned how to graph points on a coordinate grid. This coordinate grid only
had one quadrant or section to it. This was necessary at the time because you didnt know about integers yet. Here
is a picture of the coordinate grid with only one quadrant.
Now lets think back to that Concept and review some of the vocabulary associated with coordinate grids and
graphing points.
Now if we are going to plot a point on the coordinate grid pictured above, we will have an x coordinate and a
y coordinate. We go across the x axis to the x value and then up to the y value and that is where we plot the
point.
1060
www.ck12.org
Lets practice.
Plot (3, 5) on the coordinate grid then label it point A
Now we have point (3, 5) graphed on the coordinate grid.

But this isnt the only coordinate grid! Now that you know about integers, we can see all four quadrants
of the coordinate grid. While in the past we only graphed points in one quadrant, there are actually FOUR
quadrants to the coordinate grid. Lets take a look.
Here you can see all four quadrants of the coordinate grid. If you look at each axis, you will see that there are
positive and negative values on each axis. The x axis has positive values to the right of the origin, and negative
values to the left of the origin. The y axis has positive values above the origin and negative values below the
origin. We can plot points in all four quadrants.
How can we graph points in all four quadrants?
We can work on this in the same way that we did when we had only one quadrant. We use ordered pairs. There will
be an x value and a y value in the ordered pair. The x value can be positive or negative and the y value can be positive
1061
www.ck12.org
or negative. We start at the origin, move to the x value and then to the y value. Then we can graph the point.
Graph the point (-4, 3) and name it point P.
Here we started at the origin. Worked our way to the left to negative four on the x axis then worked our way
up to positive three on the y axis. That is where we graphed point P.
Practice Identifying each ordered pair on the Coordinate grid.
Example A, B, C, D
Solution: A = (1,1), B = (-3,-1), C = (0, 4), D = (2, -3)

1062
www.ck12.org

Josh wants to show his pen pal where he lives in relation to his school. Josh lives three blocks from his school. In
fact, he lives three blocks south of his school. In order to coordinate where Josh lives in relation to his school, Josh
has decided to graph the location of his school on a coordinate grid.
To accomplish this goal, Josh drew a coordinate grid like this one.
He wants to graph his school three blocks south of his home.

To do this, Josh put his home at the origin which has the coordinates (0,0).
Then if Josh goes three blocks south of his school, we can put it at (0,3).
These are the coordinates of Joshs school.
Guided Practice

Identify the coordinates of the following point. Use an coordinate grid to help you.
Begin at the origin. Move five units to the right of the origin and three units down. Where are you?
Answer
If we begin at the origin, that has the coordinates of (0,0).
We move 5 units to the right on the x axis that is +5.
We move 3 units down, that is -3.
Our answer is (5, -3).
Video Review
1063
www.ck12.org
MEDIA
Khan Academy, The Coordinate Plane

Explore More
Directions: Identify the coordinates of each of the points plotted on the coordinate grid.
1. A
2. B
3. C
4. D
5. E
6. F
7. G
8. H
9. I
10. J
Directions: Answer the following questions.
11. What is the center point called?
12. What are its coordinates?
13. If you move to the right of the origin, are the values positive or negative?
1064
www.ck12.org
14. What is the horizontal line called?

15. What is the vertical line called?
1065
11.15. Polygon Classification in the Coordinate Plane
www.ck12.org
11.15 Polygon Classification in the Coordinate

Plane
Here youll learn to graph geometric figures given coordinates of vertices.
Remember Josh from the last Concept?
Well, Josh created a different map to send to his pen pal in New Zealand. On his map, he placed four different things.
He placed his home, the skatepark, the library and his friend Sarahs house.
Here are the coordinates of Joshs map.
Home (-3,1)
Skatepark (-3,5)
Library (2,5)
Sarahs house (2,1)
Josh plotted these points on a coordinate grid and then drew lines connecting the points.
What shape figure united these points?
Do you know?
This Concept is about graphing geometric figures given coordinates of vertices. You will be able to identify
the figure created on Joshs map by the end of the Concept.
Guidance
Now that you have learned how to graph points in all four quadrants, you can look at graphing lines and figures on
the coordinate grid. If you have the coordinates of each vertex of a figure, you can easily graph it on the coordinate
grid. Remember that the coordinates are the ordered pairs of each point. The coordinates let you know where to
graph each point.
Graph a figure with the coordinates A(4, 3) B(2, 3) C(2, 1) D(4, 1). When finished, name the figure that has
been drawn on the grid.
To start with, we plot each point on the coordinate grid and then we connect the lines. This will give us a
geometric figure.
1066
www.ck12.org
Now that we have it graphed, you can use what you have already learned about geometric figures to name the
figure.
This is a rectangle.
You can graph any geometric figure on the coordinate grid as long as you have been given the coordinates.
First, plot each point.
Then, connect the points to form a figure.
Finally, use what you have learned to name the figure drawn.
Lets practice one more.
Graph and name the following figure with these coordinates D(1, 3) E(5, 3) F(7, 1) G(1, 1)
Here we have graphed a four sided figure with one pair of parallel sides. This is a trapezoid.
Now its time for you to try a few on your own. Graph each figure and then name the figure.
1067
11.15. Polygon Classification in the Coordinate Plane
www.ck12.org
Example A
(0, 2)(2, 0)(0, 3)

Solution: Triangle
Example B
(1, 3)(5, 3)(7, 1)(1, 1)

Solution: Trapezoid
Example C
(3, 3)(0, 3)(0, 0)(3, 0)

Solution: Square
Well, Josh created a different map to send to his pen pal in New Zealand. On his map, he placed four different things.
He placed his home, the skatepark, the library and his friend Sarahs house.
Here are the coordinates of Joshs map.
Home (-3,1)
Skatepark (-3,5)
Library (2,5)
Sarahs house (2,1)
Josh plotted these points on a coordinate grid and then drew lines connecting the points.
What shape figure united these points?
Do you know?
When you plot these points on the coordinate grid and connect the lines, you will see that a rectangle is the shape
formed by the lines and points.
This is our answer.
Guided Practice

What is the name of the figure created by graphing the following vertices?
(-4,6)
(4,6)
(0,-6)
(0,6)
Answer
If you graph all four of these points and connect the vertices, then you will see that there is a trapezoid that is created
on the coordinate grid.
1068
www.ck12.org
Video Review
MEDIA
James Sousa, Plotting Points on the Coordinate Plane

Explore More
Directions: Graph each figure using the vertices. Then name the graphed figure.
1.
A(2, 2)
B(2, 2)
C(2, 2)
D(2, 2)
2.
D(4, 3)
E(1, 1)
F(4, 1)
3. (1, 1)(2, 3)(4, 1)
4. (1, 3)(5, 3)(1, 0)(5, 0)
5. (0, 5)(3, 5)(0, 9)(3, 9)
6. (0, 6)(2, 6)(0, 10)(2, 10)
7. (3, 6)(6, 0)(9, 0)
8. (1, 6)(1, 8)(9, 6)(9, 8)
9. (0, 8)(1, 5)(5, 5)(4, 8)
10. (12, 0)(12, 6)(7, 0)
Directions: For 11 - 15 Draw five of your own figures on a coordinate grid. Write out each set of coordinates and
work with a partner to identify each figure using only the coordinates.
1069
11.16. Coordinate Locations on a Map
www.ck12.org
11.16 Coordinate Locations on a Map

Here youll learn to locate places on maps using integer coordinates.
Have you ever created a map?
Kevin and his pen pal Charlotte are both creating maps of their neighborhoods to show each other what it looks like
where they live. Kevin has decided to name the most important things on his map. He has decided to include his
house, his school, the skate park and the library. Since Kevin lives close to each of these things, he is sure that he
can draw them on a map.
Kevin has decided to use a coordinate grid to show each location. He wants to send Charlotte a key that will match
each location with its accurate coordinates.
Here is Kevins grid.
Given this map, which coordinates should Kevin use to name each location?
Pay close attention to this Concept and you will learn how to write coordinates to name locations.
Guidance
When we graphed geometric figures, we used integer coordinates to find the location of each point. Then we graphed
each point according to its location. Maps also use integer coordinates to identify different locations. If you look
at a map, you will see some numbers and sometimes letters around the border of the map. This can assist you in
figuring out the location of cities or even different locations.
1070
www.ck12.org
Some maps use integers to identify different locations. Lets look at a map that does this. Here we have used
a coordinate grid to identify where different places are in a town. Lets look at this map.
We can say that Karas house is blue, Marks house is pink and Chases house is green. Each house has
coordinates. We can say that the center of each house marks its coordinates on the map.
Karas house is at (-3, 1)
Marks house is at (3, -2)
Chases house is at (3, 4)
Local maps use letters and numbers to identify locations. World maps use degrees written in latitude and
longitude. Lets learn about this real life use of coordinates.
Longitude is the measure of lines vertically on a map.
Latitude is the measure of lines horizontally on a map.
We can measure longitude and latitude using degrees. These degrees are written as ordered pairs.
1071
www.ck12.org
Here you can see degrees of latitude as horizontal measures. The degrees of longitude are the vertical
measures.
We can identify different locations on a map if we have the coordinates of the location. Notice that the degrees of
latitude are written first, those are the horizontal degrees, and the degrees of longitude are written second. Those are
the vertical degrees.
Practice working in degrees. Identify the states according to their locations in latitude and longitude.
Example A
30 , 83
Solution: Texas
Example B
42 , 100
Solution: South Dakota
Example C
30 , 100
Solution: Texas
Now back to the map.
Here is the original problem once again. Reread the problem and then use what you have learned to write the
coordinates to match Kevins map.
Kevin and his pen pal Charlotte are both creating maps of their neighborhoods to show each other what it looks like
where they live. Kevin has decided to name the most important things on his map. He has decided to include his
house, his school, the skate park and the library. Since Kevin lives close to each of these things, he is sure that he
can draw them on a map.
Kevin has decided to use a coordinate grid to show each location. He wants to send Charlotte a key that will match
each location with its accurate coordinates.
Here is the grid that Kevin starts off with.
1072
www.ck12.org
Given this map, which coordinates should Kevin use to name each location?
Now that you have finished this Concept, lets work on writing coordinates to match Kevins map.
First, lets start with his home. His house is located at (4, 5).
His school is located close to his home at (4, 2)
The library is located at (-1, 3).
Finally, the skate park is the farthest away from his home at (0, -3).
Kevin is ready to send his map and coordinates to Charlotte. He cant wait to see her map.
Guided Practice
Which state is at 45 , 70 ?
To answer this question, we start with the horizontal degrees, the latitude. That says 45 . We start at 45 and
then move to 70 degrees.
You can see that we are at the state of Maine.
Maine is our answer.
As long as you have values on a map, you can use coordinates to identify any location.
Video Review

http://video.about.com/geography/Latitude-and-Longitude.htm - This is a video from about.com on latitude and
longitude.
Explore More
Directions: Use a map of the United States to identify each city on the map according to latitude and longitude.
1073
1. What is at 61 , 149 ?
2. What is at 30 , 97 ?
3. What is at 39 , 71 ?
4. What is at 41 , 87 ?
5. What is at 41 , 81 ?
6. What is at 21 , 157 ?
7. What is at 44 , 123 ?
8. What is at 30 , 81 ?
9. What is at 36 , 115 ?
10. What is at 34 , 118 ?
11. What is at 35 , 78 ?
12. What is at 37 , 77 ?
13. What is at 38 , 90 ?
14. What is at 27 , 82 ?
15. What is at 38 , 77 ?
1074
www.ck12.org
www.ck12.org
11.17 Integer Translations, Paths Between Points

Here youll learn to describe paths between points as integer translations.
Have you ever tried to track someones movements by using a map? Take a look at this situation.
Caro is having a party. She has decided to use a coordinate grid as a map to show a treasure hunt. Caro loves
math and thinks that this could be a way to incorporate two of her favorite things together - scavenger hunts and
mathematics. She draws a coordinate grid and plots the first two points on the map.
The first point is B and the second point is B0 .
Here is what the grid looked like.
Caro wants to draw more points on her map, but first she must record the movement of the path as an integer
translation.
This Concept will teach you how to describe paths of points as integer translations. Then well return to this
problem at the end of the Concept.
Guidance
A translation is when a figure or a point is moved on a coordinate grid. It is when you slide a figure or a point on a
grid. We can use integers to assist us in indentifying different translations.
1075
11.17. Integer Translations, Paths Between Points
www.ck12.org
Here, we started with point A. Then point A was moved on the coordinate grid. It has been translated to a
new location. When we slide or translate a point or figure, the new point has a little symbol next to it. Here is
how we write a translation.
A to A0
We can use integers to show the path of the translation.
How many units did A move on the x axis?
If you count, you can see that it moved +6 units.
Here, we started with point A. Then point A was moved on the coordinate grid. It has been translated to a
new location. When we slide or translate a point or figure, the new point has a little symbol next to it. Here is
1076
www.ck12.org
how we write a translation.

A to A0
We can use integers to show the path of the translation.
How many units did A move on the x axis?
If you count, you can see that it moved +6 units.
How many units did A move on the y axis?
If you count, you can see that it moved -2 units (remember that negative y means down).
We write the translation as (6, -2).
Try one of these on your own. Write the path of B as an integer translation. How many units did A move on
the y axis?
If you count, you can see that it moved -2 units (remember that negative y means down).
We write the translation as (6, -2).
Try some of these on your own. Write the path of B as an integer translation.
Example A
If you start at (3,5) and move three units across and four units up, where are you? Write this as an integer translation.
Solution: (6, 9)
Example B
True or false. You move horizontally before vertically when figuring out the path of a translation.
Solution: True
Example C
True or false. A translation with a path of (2, 3) means that starting at the original point, you move two places to
the left and three places up.
Solution: True
Caro is having a party. She has decided to use a coordinate grid as a map to show a treasure hunt. Caro loves
math and thinks that this could be a way to incorporate two of her favorite things together - scavenger hunts and
mathematics. She draws a coordinate grid and plots the first two points on the map.
The first point is B and the second point is B0 .
Here is what the grid looked like.
1077
www.ck12.org
Caro wants to draw more points on her map, but first she must record the movement of the path as an integer
translation.
To write the movement of point B as an integer translation, we must first write where it started.
The point is plotted at (2, 1).
Then we can write the movement of point B to B0 as an integer translation.
First, we count the units horizontally from one point to the next.
5
Then we move up vertically three units.
3
The integer translation is (5, 3).
This is our answer.
Guided Practice

A point is plotted at (2, 1) if the integer translation is (3, 4), what are the coordinates of the next point?
Answer
To figure this out, we must first plot the first point. Then we move horizontally three units and vertically down four
units.
The final point is plotted at (1, 3).
1078
www.ck12.org
Video Review
MEDIA
Khan Academy: Quadrants of Coordinate Plane - This video has content which supports student success in this
Concept.
Explore More
Directions: Use integers to identify each translation.
1. A to A0
2. B to B0
3. C to C0
4. D to D0
5. E to E 0
6. F to F 0
7. G to G0
8. H to H 0
9. H to E
10. E to D
1079

11. E 0 to G
12. E 0 to C
13. B to A0
14. B to G0
15. C0 to D0
1080
www.ck12.org
www.ck12.org
11.18 Rigid Transformations

Here youll learn to identify and graph transformations.
Have you ever built a clubhouse? Take a look at this dilemma.
Cody and his Dad are working on building a clubhouse in his backyard. Cody is excited about the project and cant
wait to start building. He wrote to his penpal Trevor, in New Zealand, and told him all about the clubhouse. Trevor
asked Cody to email him some pictures, and Cody said that he would. In fact, Cody told him that he would email
them right away.
The only problem is that they havent started yet. Codys Dad has insisted that he draw a complete plan of the
clubhouse. Cody did that and thought that they would be able to start, but then Codys Dad said that he wanted Cody
to draw a plan of the backyard and where the clubhouse was going to be built. This made Cody a bit frustrated, but
he decided to do it anyway in hopes that they could start building the clubhouse on the weekend. Then he could take
pictures and email them to Trevor.
Cody decided to use a coordinate grid to map out the backyard. He drew the following plan and went to show his
Dad.
Cody has created a scale where each unit on the coordinate grid represents 5 feet. His clubhouse dimensions are
14.1 f t 14.1 f t. The point on the grid at (4, -3) represents the back door of Codys house. His family has a large
backyard, so the clubhouse is the perfect size.
Cody brings his drawing to his Dad and shows him the plan for the clubhouse.
That looks great, except the clubhouse needs to move to the right 10 feet. Your Mom wants to plant her garden
right where the clubhouse is now. I think if you move it over 10 feet the drawing will work, Dad explains.
Cody gets back to work. How can he draw the clubhouse if he moves it over 10 feet to the right? This Concept
is all about transformation. Using a transformation, Cody can redraw the clubhouse. Well come back to this
problem at the end of this Concept to help Cody with his work.
1081
11.18. Rigid Transformations
www.ck12.org
Guidance
Figures can be transformed three different ways on the coordinate plane. Remember that the coordinate plane
is represented by the coordinate grid. So when you are transforming figures on the coordinate plane, you are moving
them on the coordinate grid.
What is a transformation?
A transformation is the movement of a figure on the coordinate grid.
Figures can be transformed in three different ways: a translation, a reflection or a rotation.
Translations
A translation is a slide of a figure. When a figure stays in the same position, and it is simply slid from one part of
the coordinate grid to another part of the coordinate grid, we call it a translation.
Here is a translation.
You can see here that the figure was not changed at all. It simply slid from one point to another point.
Reflection
A reflection is a flip of a figure. We think of reflections when we think about a mirror. One half is like the other half,
but they are reflected. When we reflect a figure on the coordinate grid, we flip it. Figures can be flipped over the x
axis or over the y axis. Here is a reflection.
1082
www.ck12.org
Rotations
A rotation is a turn. When you turn a figure on the coordinate grid, you are rotating the figure. We can rotate figures
in terms of degrees. Lets look at one.
Notice that the triangle was turned in each quadrant. Each turn is a rotation of the figure.
We can also graph transformations by using given vertices. Once you have graphed the figures, then you can identify
whether you have a reflection, a rotation or a translation. Lets begin.
Graph Figure ABC, A(1, 5) B(1, 1) C(3, 3)
Then graph figure DEF, D(1, 5) E(1, 1) F(3, 3)
1083
www.ck12.org
First, graph figure ABC, then graph DEF and compare the two figures. Here is a graph of the two figures.
In looking at these two figures, you can see that they represent a reflection.
We can describe translations by looking at how the x and the ycoordinate have changed from one figure to the other
corresponding figure.
Here we have two figures. We have triangle ABC and we have triangle A0 B0C0 . Triangle ABC is the figure that
we started with. We translated or slid the figure and created A0 B0C0 .
We can describe this translation as the change in the x value and as the change in the y value.
We do that by writing the change in the coordinates of each vertex. This becomes an ordered pair of integers
that expresses the translation.
1084
www.ck12.org
Looking at the two figures, you can see that each vertex was moved +3 on the x axis and -2 on the y axis.
The ordered pair that expresses the change is (3, -2).
You can describe other transformations according to the change in x and y too.
In the last few problems, we identified equivalent or equal transformations using graphing and using the change of
the x and y coordinates. We can also identify equivalent transformations without using graphing. We can look at the
coordinate changes and determine whether or not two figures are equivalent.
How can we do this?
That is a good question. Lets look at the coordinates of two figures and determine whether or not the two figures
are equivalent by examining the coordinate changes.
Figure XY Z has the following vertices.
X(4, 5)
Y (2, 7)
Z(3, 6)
Figure ABC has the following vertices.
A(1, 7)
B(1, 9)
C(0, 8)
Are these two figures equivalent?
To figure this out, we have to figure out the change in the x coordinate from one vertex to the other and the change
in the y coordinate from one vertex to the other. If the change is the same for all three vertices, then the two figures
are equivalent.
X(4, 5) to A(1, 7) From x to x is a change of -3, from y to y is change of +2. We can write this as ordered pair (-3, 2).
If Y to B and Z to C also have a change of (-3, 2), then the two figures are equivalent. Each vertex must have
the same change or the figures are not equivalent.
Y (2, 7) to B(1, 9) From x to x is a change of -3, from y to y is a change of +2. This vertex also has a change of (-3,
2).
Z(3, 6) to C(0, 8) from x to x, 3 to 0 is a change of -3, from y to y, 6 to 8 is a change of +2. This vertex also has a
change of (-3, 2).
The change in each vertex is the same from the first figure to the second figure. Therefore, the two figures are
equivalent.
Identify each example as a rotation, translation or reflection.
Example A
Solution: Rotation
1085
www.ck12.org
Example B
Solution: Translation
Example C
Solution: Reflection
Now back to the clubhouse.
Cody and his Dad are working on building a clubhouse in his backyard. Cody is excited about the project and cant
wait to start building. He wrote to his penpal Trevor, in New Zealand, and told him all about the clubhouse. Trevor
asked Cody to email him some pictures, and Cody said that he would. In fact, Cody told him that he would email
them right away.
The only problem is that they havent started yet. Codys Dad has insisted that he draw a complete plan of the
clubhouse. Cody did that and thought that they would be able to start, but then Codys Dad said that he wanted Cody
to draw a plan of the backyard and where the clubhouse was going to be built. This made Cody a bit frustrated, but
he decided to do it anyway in hopes that they could start building the clubhouse on the weekend. Then he could take
pictures and email them to Trevor.
Cody decided to use a coordinate grid to map out the backyard. He drew the following plan and went to show his
Dad.
1086
www.ck12.org
Cody has created a scale where each unit on the coordinate grid represents 5 feet. His clubhouse dimensions are
14.1 f t 14.1 f t. The point on the grid at (4, -3) represents the back door of Codys house. His family has a large
backyard, so the clubhouse is the perfect size.
Cody brings his drawing to his Dad and shows him the plan for the clubhouse.
That looks great, except the clubhouse needs to move to the right 10 feet. Your Mom wants to plant her garden
right where the clubhouse is now. I think if you move it over 10 feet the drawing will work, Dad explains.
First, lets think about which type of transformation Cody needs to move the clubhouse. If the clubhouse
is going to move 10 feet to the right, Cody needs to slide the clubhouse over. A slide is another name for a
translation.
To complete the translation, Cody needs to move each of the vertices of the clubhouse two units to the right.
He needs to move them each two units because each unit is worth 5 feet and Codys Dad has told him to move
the clubhouse 10 feet to the right. Here is Codys redesign of the clubhouse location.
The arrows show where Cody moved each vertex.

Cody shows his Dad the drawing. Codys Dad is pleased with Codys perfect translation. Together, the two of
them begin to work on building the clubhouse.
Guided Practice

Which type of transformation is shown below?
1087
Answer
This is a reflection.
Here you can see that the figure was reflected or flipped over the x axis.
Explore More
Directions: Identify each image as a translation, rotation or reflection.

1.
2.
3.
1088
www.ck12.org
www.ck12.org
4.
5.
Directions: For numbers 6 12 Draw your own figures, and demonstrate three different translations, three different
rotations and three different reflections.
Directions: Complete the following reflections according to the directions.
13. Reflect this image across the y axis.
1089
www.ck12.org
14. Rotate the following image.
15 20 Go on a scavenger hunt and find examples of each of the different types of transformations in real world
contexts.
1090
www.ck12.org
11.19 Data Display Choices

Here youll learn to create surveys and data displays.
What is your bedtime? Have you ever tried to convince your parents to change it?
Kelly is wishing for a new bedtime. Her parents insist that she heads to bed at 9 pm each night and Kelly wants to
go to bed at 9:30 pm. After a long argument, she decides to conduct a survey of the other kids in her class to figure
out how many kids go to bed at 9 pm, 9:30 pm and 10 pm or later. She tells her penpal Justin about her plan and he
decides to conduct the same survey in New Zealand.
Kelly is excited. Maybe with enough data from two different countries, her parents will allow her to change her
bedtime. Kelly writes up the survey and asks the 25 students in her class to participate. She asks Justin to survey
25 students as well so that their data can be easily compared. If they survey different numbers of students, it will be
more challenging to compare the data.
Here are Kellys results.
9 pm = 7 students
9:30 pm = 12 students
10 pm or later = 6 students
Justin conducts a survey and emails Kelly the results. Here is what he discovered.
9 pm = 2 students
Kelly is amazed that most of the students that Justin surveyed go to bed at 10 pm or later. She knows that will never
fly with her parents, but she might have collected enough evidence to get to 9:30 pm.
Next, Kelly wants to create a display to show her parents. She wishes to create two different displays-one to
show her data alone and one to show her data compared with Justins data. Kelly isnt sure how to go about
it. This is where you come in-learning about data displays is the focus of this Concept. With your help Kelly
will be able to complete her task!
Guidance
A survey is a way of collecting data based on personal information given by individuals. Oftentimes, a survey can be
taken to learn personal preferences. Surveys are done all the time. They are done at schools, by businesses, even by
the government. Sometimes, television companies conduct surveys to figure out the television preferences of their
viewers.
1091
11.19. Data Display Choices
www.ck12.org
A survey is one method of working with statistics. Statistics involve collecting, analyzing and displaying data. In
the introduction problem, Kelly and Justin conducted a real-world survey.
Lets look at some of what they did to conduct the survey.
1. They decided on a question. Their question had to do with bedtimes. They asked students What time do
you go to bed at night?
2. Next, they chose parameters. Parameters are boundaries. They chose three bedtimes for students to choose
from. If the boundaries had been left open, Kelly and Justin might have had so many different responses that
it would have been difficult to organize and analyze the data. They left the last category a bit more open-10
pm or later to cover anyone who did not specifically fit in one of the other spots.
3. Then they conducted the survey and collected the data.
4. After finishing the survey, it is time to select a way to display the data. There are many different ways to
display data in a visual way. Each way has a different purpose. By becoming familiar with the different ways
to display data, a person can choose the one that best serves his/her purpose.
Now that the survey has been conducted, it is time to choose a data display. When creating a display, there are
different ways to show data.
As Kelly thinks about the different ways to display data, she thinks that she wants to create two different
displays.
The first one will show only her data and will be a circle graph.
The second one will show her data and Justins and will be a double bar graph.
Are these good choices? Kelly isnt sure. Lets think about each type of data display and how Kelly can show
her survey results.
1. Bar Graph A bar graph displays the frequency of data or how often data occurs.
Kelly wants to show that many students have a later bedtime than she does. Given this information, a bar graph
might be a possible way for Kelly to display her individual data without including Justins data.
2. Double Bar Graph Compares the frequency of two sets of data.
When Kelly creates a display to show her data and Justins data, a double bar graph is a way to show both sets of
data in the same spot. Given this, a double bar graph is a possible option.
3. Line Graph shows how data changes over time.
Kelly did not conduct a survey to address how bedtimes changed over time. She conducted a survey to count the
how many of her peers had each bedtime. She wants to prove that many students have a later bedtime than she does,
so she should also have a later bedtime. Given her goal, a line graph is NOT a good option for Kelly.
4. Double Line Graph compares how two sets of data change over time.
Given Kellys goal and the way that the survey was conducted, this is not an option for Kelly.
5. Circle Graph shows a percentage out of a whole.
If Kelly was to change her data to show the percentage of students with each bedtime, she could probably prove to
her parents that many students have a later bedtime than she does. This could be an excellent option for Kelly.
Kellys selections will work.
She can create a circle graph to show her survey alone and a double bar graph to show her survey data and
Justins.
Now that Kelly has chosen her two displays, she needs to analyze and interpret her data. First, to create a circle
graph, Kelly needs to write her data in terms of percentages. She will need to change each amount of the whole to a
percentage for the work to make sense.
1092
www.ck12.org
Lets look at the survey results once again.

Kelly surveyed 25 students.
7 students have a 9 pm bedtime.
12 students have a 9:30 pm bedtime.
6 students have a bedtime that is 10 pm or later.
To convert this data to percentages, Kelly first needs to write a fraction for each bedtime.
7
25
12
25
= 9 pm bedtime
6
25
= 10 pm or later bedtime
= 9:30 bedtime
Next, Kelly needs to change each fraction to a %. To do this, she can rewrite each fraction as an equal fraction
out of 100.
7
28
=
= 28%
25 100
12
48
=
= 48%
25 100
6
24
=
= 24%
25 100
Now Kelly has percentages, and she can create her circle graph.
What about the double bar graph?
To do this, she can create two axes. On the x axis, Kelly can show the two surveys hers and Justins. Each bar
will show a bedtime. Kellys results will be in one color and Justins in another color. Then the y axis will show the
numbers of students surveyed.
With a double bar graph Kelly can use the actual numbers. She doesnt need to convert any numbers to fractions or
percentages.
Now lets look at which data display would work best for each example.
Example A
If I wanted to show how often someone ate ice cream, which data display would make the most sense?
Solution: Bar Graph
Example B
If I wanted to show percentages out of a whole, which visual display would make the most sense?
Solution: Circle Graph
Example C
If I wanted to show how data changes over time, which display would make the most sense?
Solution: Line Graph
1093
www.ck12.org
Now lets go back to Kelly and the survey.

Here are Kellys results.
9 pm = 7 students
Justin conducts a survey and emails Kelly the results. Here is what he discovered.
9 pm = 2 students
Kelly is amazed that most of the students that Justin surveyed go to bed at 10 pm or later. She knows that will never
fly with her parents, but she might have collected enough evidence to get to 9:30 pm.
Based on this Concept, Kelly has decided to create two displays. First, she will create a circle graph to show
her data in terms of percentages. Then, she will create a double bar graph to show her data in relationship to
Justins data.
She hopes that her data will help her to prove to her parents that 9:30 is a reasonable bedtime.
Here is Kellys data for the circle graph.
28
7
=
= 28%
25 100
12
48
=
= 48%
25 100
24
6
=
= 24%
25 100
Next, she can use these percentages and draw them into a circle graph. Remember that a circle graph shows
data out of 100%, so Kellys data is right on target.
Next, Kelly creates a double bar graph to show her data in comparison to Justins. Here is the double bar
graph.
1094
www.ck12.org
Guided Practice

Keith gathered the following data about bus fare.
1997 .35
1998 .35
1999 .40
2000 .40
2001 .45
Based on this data, which display would make the most sense to display the data accurately? Why?
Answer
This data shows how the price of bus fare has changed over time. A line graph is the best visual display for the data.
Video Review
MEDIA
Khan Academy, Reading Pie Graphs
1095
www.ck12.org
MEDIA
Khan Academy, Reading Bar Graphs

Explore More
Directions: Select the best display for each description of data. Choose from circle graph, line graph, double line
graph, bar graph or double bar graph.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
The percentages of people who enjoy ice cream

How stamp prices have changed over time
How stamp prices changed in 1996 and in 1998.
The number of students who attended college in 1990, 1991, and 1992
The percentages of people who prefer chocolate, vanilla or strawberry ice cream.
The changes in prices at one movie theater over a period of three years.
The changes in prices at two different movie theaters over a period of three years.
A graph showing how sales had declined during the past month
A graph showing the number of students with perfect attendance during the past three months.
A graph showing the number of students with perfect attendance at two different schools during the past three
months.
The percentages of students who complete homework.
The percentages of students who enjoy playing particular sports.
How the percentages of students who attend college has changed over time.
How the price of a hamburger has changed over time.
The percentages of people who enjoy watching particular sports events.
Summary
Having completed this chapter, students are now ready to move on to Chapter Twelve. Each Concept has provided
students with an opportunity to engage and practice skills in many Concepts including information about integers,
including comparing integers, adding and subtracting integers, multiplying and dividing integers, the coordinate
plane, transformations, surveys, and data displays.
1096
www.ck12.org
Chapter 12. Equations and Functions
C HAPTER
12
Equations and Functions
Chapter Outline
12.1
A DDITION AND S UBTRACTION P HRASES AS E XPRESSIONS
12.2
M ULTIPLICATION AND D IVISION P HRASES AS E XPRESSIONS
12.3
S ENTENCES AS S INGLE VARIABLE E QUATIONS
12.4
S UMS AND D IFFERENCES OF S INGLE VARIABLE E XPRESSIONS
12.5
S INGLE VARIABLE A DDITION E QUATIONS
12.6
S INGLE VARIABLE S UBTRACTION E QUATIONS
12.7
P RODUCTS AND Q UOTIENTS OF VARIABLE E XPRESSIONS
12.8
S INGLE VARIABLE M ULTIPLICATION E QUATIONS
12.9
S INGLE VARIABLE D IVISION E QUATIONS
12.10
I NPUT-O UTPUT TABLES
12.11
F UNCTION R ULES FOR I NPUT-O UTPUT TABLES
12.12
G RAPHS OF L INEAR F UNCTIONS
12.13
L INEAR AND N ON -L INEAR F UNCTION D ISTINCTION
12.14
D EFINITION OF P ROBABILITY
12.15
M EASUREMENT OF P ROBABILITY
12.16
C OMPLEMENT R ULE FOR P ROBABILITY
12.17
T REE D IAGRAMS
12.18
C OMBINATIONS
12.19
P ERMUTATIONS
12.20
P ROBABILITY OF I NDEPENDENT E VENTS
Introduction
content of each Concept. Students are given opportunities to practice the skills of each Concept through realworld situations, examples, guided practice and independent practice sections. In this twelfth chapter, Equations and
Functions; Probability, students will engage in many Concepts including information about equations, functions, and
probability, including writing expressions and equations, solving equations using addition and subtraction, solving
equations using multiplication and division, an introduction to functions and graphing functions, an introduction to
probability, finding outcomes, and understanding the probability of independent events.
1097
12.1. Addition and Subtraction Phrases as Expressions
www.ck12.org
12.1 Addition and Subtraction Phrases as Expressions

Here youll learn how to write addition and subtraction phrases as single variable expressions.
Have you ever gone on a field trip?
Mrs. Hawks sixth grade class wants to go on a field trip. They are trying to decide between the zoo and the
amusement park. If they go to the zoo, then the seventh grade will join them on the trip.
Mrs. Hawk tells the class that if the seventh grade joins them that they will bring 23 students and so 59 students will
go on the trip.
Based on these numbers, how many students are in the sixth grade?
Can you write an expression to demonstrate this situation?
This Concept is about writing addition and subtraction expressions. Pay attention and you will know just
how to handle these questions at the end of it.
Guidance
In earlier Concepts, you learned about numerical and algebraic expressions. A variable expression is a type of
expression. First, lets review what we mean by the word expression.
What is an expression?
An expression is a combination of variables, numbers and operations without an equals sign. An expression can
have changeable parts to it. The variables in an expression can have different values. Therefore, we evaluate an
expression, we dont solve it. That is the reason why there isnt an equal sign with an expression.
What is a variable?
A variable is a letter used to represent an unknown quantity.
Notice that variables are a part of an expression. You have already learned how to evaluate expressions when you
have been given a value for the variable.
Evaluate 3x + 1 when x = 4
1098
www.ck12.org
To figure this out, we substitute the four in for x and then evaluate the expression.
3(4) + 1
12 + 1
13
The answer to this problem is 13.
Here, the expression was given to you. Someone else wrote the expression. Now it is time for you to learn how to
write an expression from a phrase.
How can we write an expression from a phrase?
We can write expressions to represent different situations. To write an expression, you will need to pay attention
to key words which identify different operations, unknown variables and numbers. When you have identified these
things, you will be able to write variable expressions from phrases.
Today, we are going to start by writing expressions involving addition and subtraction.
Five more than an unknown number
First, we break down this phrase. Identify the numbers involved. The only number involved here is the number five.
5
Next, we look for an operation, More than is a key word that means "add", so our operation is addition.
+
Finally there are the words an unknown number. An unknown number is represented by a variable. In this
expression, we can use the letter x.
Now we can put it all together.
5+x
To write expressions from phrases, you will need to work like a detective. You have to decipher the meaning
of the words in the phrase and then put the pieces of the puzzle together by writing the expression.
Key words help you in identifying which operation is involved in the expression. Lets look at some key words that
mean addition and subtraction.
Addition
Sum, plus, altogether, and
1099
www.ck12.org
Subtraction
Difference, less than, subtract, take away
Nine less than an unknown quantity
First, lets look for the numbers in this phrase. The only number here is the number nine.
9
"Less than" means subtraction.
Finally, we have the words unknown quantity and so we use a variable. Lets use the variable y.
Now we can write the expression. Notice that we have 9 less than an unknown quantity so we write the variable first,
then the subtraction symbol and finally the number 9.
The answer is x 9.
Practice writing expressions from the following phrases.
Example A
An unknown number and four

Solution: x + 4
Example B
The difference between ten and an unknown number

Solution: 10 x or x 10
Example C
Seven less than a number

Solution: x 7
Now back to Mrs. Hawks sixth grade class. Here is the original problem once again.
1100
www.ck12.org
Mrs. Hawks sixth grade class wants to go on a field trip. They are trying to decide between the zoo and the
amusement park. If they go to the zoo, then the seventh grade will join them on the trip.
Mrs. Hawk tells the class that if the seventh grade joins them that they will bring 23 students and so 59 students will
go on the trip.
Based on these numbers, how many students are in the sixth grade?
Can you write an expression to demonstrate this situation?
First, lets write an expression to describe the situation.
23 students are in the seventh grade
59 will be the total number of students.
The unknown is the number of students in the sixth grade. We can use x to represent this unknown quantity.
23 + x + 59
Based on this expression, we can use mental math to figure out that there are 29 students in the sixth grade.
This is our answer.
Guided Practice

Seven less than the quantity of six and an unknown number.
Answer
This one is tricky because it has both addition and subtraction in it. The key here is the word "quantity". This lets
you know that there is going to be a set of parentheses in your problem.
"Seven less than" tells you that seven is being taken away from this quantity.
Here is the expression:
(6 + x) 7
This is our answer.
Video Review
MEDIA
James Sousa, Introduction to Variables and Variable Expressions
1101
MEDIA
James Sousa, Example of Writing Variable Expressions
MEDIA
Explore More
Directions: Write addition and subtraction phrases as single-variable expressions.

1. The sum of six and an unknown number
2. A number and seven
3. Four less than a number
4. The sum of a number and fourteen
5. The difference between twenty and an unknown number
6. Twenty-five take away a number
7. Ten less than a number
8. Thirty-seven plus an unknown quantity
9. The sum of nine and an unknown number
10. An unknown number and eight
11. An unknown number plus the quantity six plus seven.
12. The sum of fifteen and an unknown number
13. Thirty less than the quantity of twenty - five and an unknown number.
14. Twelve less than an unknown number
15. Sixteen and seven plus an unknown number
1102
www.ck12.org
www.ck12.org
12.2 Multiplication and Division Phrases as Expressions

Here youll learn to write multiplication and division phrases as single variable expressions.
Mrs. Hawks class hasnt been able to decide which trip to take yet. But they are leaning towards the amusement
park.
The amusement park has an cost of $6.50 per student for admission.
A couple of students arent sure that they will be able to go on the trip.
The exact number of students attending the trip is unknown.
Do you have enough information to write an expression to describe this situation?
This is a tricky question that will be answered in this Concept.
Guidance
In the last Concept, you worked on writing addition and subtraction phrases as variable expressions. In this Concept,
you will write multiplication and division phrases and single-variable expressions.
Lets start by looking at some of the key words that mean multiplication and division.
Multiplication
Product, times, groups
Division
Split up, quotient, divided
When deciphering phrases, you will be looking for the same things as the last Concept.
1. Identify any numbers
2. Identify the operation involved
3. Identify the variable
The product of eight and a number
First, identify any numbers. The number in this phrase is eight.
8
Next, identify the operation. The word product means multiply.
Finally, identify the variable. A number means use a variable.

y
Next, we write the expression.
8y
Remember that a number next to a variable means multiply. We could also have used parentheses to show multiplication.
1103
12.2. Multiplication and Division Phrases as Expressions
www.ck12.org
Now lets look at a phrase with division.

Twenty-four divided by a number
First, identify any numbers.
24
Divided
A number means use a variable y
Now put it all together to write an expression
24 y
We could also use a fraction bar to show division.
24
y
Practice writing expressions from the following phrases.
Example A
Six times an unknown number

Solution: 6x
Example B
An unknown number divided by two

Solution:
x
2
Example C
The product of seven and a number

Solution: 7y
Mrs. Hawks class hasnt been able to decide which trip to take yet. But they are leaning towards the amusement
park.
1104
www.ck12.org
The amusement park has an cost of $6.50 per student for admission.
A couple of students arent sure that they will be able to go on the trip.
The exact number of students attending the trip is unknown.
Do you have enough information to write an expression to describe this situation?
We do have enough information to solve this problem, but we cant solve it for the total cost until we know how
many students are going on the trip.
The number of students is the variable. We can call that y.
We multiply the number of students times the cost.
6.50y
This is our answer.
Guided Practice

Write an expression for the quantity six times an unknown number divided by 2.
Answer
This is tricky because there are two operations in this problem. Lets break it down.
The quantity six times an unknown number becomes 6x.
Divided by two is the next part. We can use a fraction bar for division.
2
Because it is divided by the quantity, we put the 6x on top of the fraction bar.
6x
2
This is our answer.
Video Review
MEDIA
James Sousa, Introduction to Variables and Variable Expressions
1105
12.2. Multiplication and Division Phrases as Expressions
MEDIA
James Sousa, Example of Writing Variable Expressions
MEDIA
James Sousa, Example of Writing Basic Algebraic Expressions
MEDIA
James Sousa, Another Example of Writing Basic Algebraic Expressions

Explore More
Directions: Write multiplication and division phrases as single-variable expressions.

1. The product of six and a number
2. A number divided by two
3. Fifteen divided by an unknown number
4. A number times seven
5. The product of ten and a number
6. Eighteen divided by a number
7. Twenty times a number
8. A number divided by three
9. An unknown number divided by twelve
10. An unknown number times sixteen
11. The product of five and an unknown quantity
12. The quantity six times an unknown number divided by three
13. The quantity four times an unknown number divided by seven
1106
www.ck12.org
www.ck12.org
14. The quantity six times an unknown number divided by ten

15. The product of three and an unknown times four
1107
12.3. Sentences as Single Variable Equations
www.ck12.org
12.3 Sentences as Single Variable Equations

Here youll learn to write sentences as single variable equations.
Have you ever been to an amusement park?
Mrs. Hawks sixth grade class finally decided to go to the amusement park. While it will be a lot of fun, the
amusement park also incorporates math and science activities into their park, so there will be some educational
components to the trip as well. The students are really excited! Not only are they almost seventh graders, but they
will get to finish a terrific year with a fun trip.
The amusement park is about two hours away, so Carl offers the class an idea to take a big greyhound bus instead of
the typical school bus. The problem is that it costs a lot more to take a greyhound bus than the typical school bus.
The students have chosen to attend an amusement park that is more expensive than they originally anticipated.
How much will that cost? Sarah asked after Carl presented the idea.
I dont know, but it would be a lot more comfortable. The amusement park ticket is $14.50 per person. We could
add the cost of the bus to that, Carl suggested.
That could get pretty expensive. I would like the total expense for each student to be $20.00, Mrs. Hawk chimed
in. Why dont you investigate costs and get back to us?
Carl agrees to do this. On his paper he makes a few notes.
$14.50 amusement park ticket
Bus cost unknown
Bus cost per person unknown
Total cost per person $20.00
Carl is puzzled on how to tackle this problem from here. He will need to write an expression and an equation
to figure this out. In this Concept, you will begin learning all about expressions and equations and how useful
they can be in real-life situations. Pay close attention and you will be able to help Carl at the end of this
Concept.
1108
www.ck12.org
Guidance
The last two Concepts focused on writing expressions. Remember that an expression contains some combination of
numbers, variables and operations, but does not have an equals sign. When you have an equals sign, you have an
equation not an expression.
An equation has an equal sign. One side of the equation equals the other side of the equation.
5 + 9 = 14
Here five plus nine is equal to fourteen. The quantity on one side of the equal sign is the same as the quantity on the
other side of the equal sign. You have been solving equations for a long time.
What about equations with a variable in them?
You can also have equations with variables in them. When you have a variable in an equation, there is an
unknown quantity. With an expression, there was not an equal sign. With an equation, one side will equal the other
side.
Five plus an unknown number is equal to fifteen.
To write an equation for this phrase, we start by working our way through the problem from the left to the
right.
The first part is 5
"Plus" means addition
"An unknown number" is the variable
"Is equal to" is our equal sign
"Fifteen" is 15
Lets write it out.
5 + x = 15
Yes you can. You have to pay attention to the key words, but once you have the key words, then you can write a
single-variable equation.
1109
www.ck12.org
Six less than a number is equal to ten.

The first number is 6.
"Less than" means subtraction, but be careful. Since this is six less than the order is reversed.
"A number" is the variable
Is means equals
"Ten" is 10.
Now lets put it all together.
x 6 = 10
Here is one that uses multiplication.
The product of three and a number is thirty.
"Product" means to multiply
"Three" is 3
"A number" is our variable.
Is means equals
Thirty is 30
Put it altogether.
3y = 30
As long as you walk through each written phrase carefully you will be able to write equations to match. Stay
tuned, in another Concept you will learn how to solve equations!
Practice writing single-variable equations for each phrase.
Example A
Fifteen divided by an unknown number is three

Solution:
15
x
=3
Example B
Six times an unknown number is thirty-six

Solution: 6y = 36
Example C
Fifteen and twelve is an unknown number.

Solution: 15 + 12 = x
Now back to the dilemma of the school trip. Lets look at the original problem once again.
1110
www.ck12.org
Mrs. Hawks sixth grade class is going on a final class trip to an amusement park. While it will be a lot of fun,
the amusement park also incorporates math and science activities into their park, so there will be some educational
components to the trip as well. The students are really excited! Not only are they almost seventh graders, but they
will get to finish a terrific year with a fun trip.
The amusement park is about two hours away, so Carl offers the class an idea to take a big greyhound bus instead of
the typical school bus. The problem is that it costs a lot more to take a greyhound bus than the typical school bus.
How much will that cost? Sarah asked after Carl presented the idea.
I dont know, but it would be a lot more comfortable. The amusement park ticket is $14.50 per person. We could
add the cost of the bus to that, Carl suggested.
That could get pretty expensive. I would like the total expense for each student to be $20.00, Mrs. Hawk chimed
in. Why dont you investigate costs and get back to us?
Carl agrees to do this. On his paper he makes a few notes.
$14.50 amusement park ticket
Bus cost unknown
Bus cost per person unknown
Total cost per person $20.00
First, Carl needs to write an expression to represent the situation. He can use the cost of the amusement park
ticket plus the unknown bus cost per person. Because the bus cost per person is unknown, Carl will first need
to figure out the total cost of the bus divided by the number of people in his class. There are 26 students in
Carls class.
x = total cost of bus
26 students in class
x
26
= the cost per person for the bus = y
Next, Carl can take the cost per person for the bus, y, and add that to the price of the amusement park ticket.
$14.50 + y
Carls teacher has said that she wants the total to be $20.00 per person. Now Carl has enough information to write
an equation.
$14.50 + y = $20.00
Now that Carl has written a couple of equations, he can complete some research on bus costs and figure out
the cost of the trip for each person in his class. Stay tuned, Carl will need to learn how to solve equations to
accomplish his task. Solving equations is coming up next!!
Guided Practice

Write an equation for: Six times a number divided by two is equal to four.
Answer
There are a couple of different operations here, but we can figure them out.
1111
www.ck12.org
Six times a number becomes 6x

Next we add the "divided by two"
6x
2
Now we finish the equation.

6x
2
=4
This is our answer.

Video Review
MEDIA
Khan Academy: Simple Equations

Explore More
Directions: Write each phrase as a single-variable equation.

1. Five less than a number is fifteen.
2. The sum of a number and six is eighteen.
3. Twenty divided by a number is four.
4. Sixteen less than a number is four
5. Twelve and a number is twenty.
6. The product of six and a number is forty-two.
7. Eight times a number is forty.
8. Ten less than a number is twenty-one.
9. A number divided by two is seven.
10. A number times four is forty-eight.
11. An unknown divided by two is fourteen.
12. Twelve times an unknown number is sixty.
13. Fourteen divided by an unknown number is seven.
14. Five and a number is equal to fifty - three.
15. Ten less than a number is seventeen.
1112
www.ck12.org
12.4 Sums and Differences of Single Variable

Expressions
Here youll learn to simplify sums and differences of single variable expressions.
Have you ever had your picture taken at an amusement park? They have those old time costumes that you can put
on and everyone stands together for a photo?
Well, at the amusement park, Kelly has decided to gather a group of friends to do just that. When she first posed the
question at lunch, she had five people say that they wanted to do it.
Then later in the day, four more people wanted to join it.
There is a fee per person if you want to be in the picture.
Kelly wants to figure out the total number in simple way and include the fee. How can she do this?
To do this, Kelly can write an expression using a single variable.
This Concept will show you how to write single variable expressions that include sums and differences. Then
you will understand how to help Kelly.
Guidance
In the last few Concepts, you learned how to write single-variable expressions and single variable equations. Now
you are going to learn to work with single-variable expressions. The first thing that you are going to learn is how to
simplify an expression.
What does it mean to simplify?
To simplify means to make smaller or to make simpler. When we simplify in mathematics, we arent solving
anything, we are just making it smaller.
How do we simplify expressions?
Sometimes, you will be given an expression using variables where there is more than one term. A term is a number
with a variable. Here is an example of a term.
4x
This is a term. It is a number and a variable. We havent been given a value for x, so there isnt anything else we can
do with this term. It stays the same. If we have been given a value for x, then we could evaluate the expression. You
have already worked on evaluating expressions.
When there is more than one LIKE TERM in an expression, we can simplify the expression.
What is a like term?
A like term means that the terms in question use the same variable.
4x and 5x are like terms. They both have x as the variable. They are alike.
6x and 2y are not like terms. One has an x and one has a y. They are not alike.
1113
12.4. Sums and Differences of Single Variable Expressions
www.ck12.org
We can simplify expressions with like terms. We can simplify the sums and differences of expressions with like
terms. Lets start with sums.
5x + 7x
First, we look to see if these terms are alike. Both of them have an x, so they are alike.
Next, we can simplify them by adding the numerical part of the terms together. The x stays the same.
5x + 7x
12x
You can think of the x as a label that lets you know that the terms are alike.
7x + 2x + 5y
First, we look to see if the terms are alike. Two of the terms have xs and one has a y. The two with the xs are alike.
The one with the y is not alike. We can simplify the ones with the xs.
Next, we simplify the like terms.
7x + 2x = 9x
We cant simplify the 5y so it stays the same.
9x + 5y
This is our answer.
We can also simplify expressions with differences and like terms.
9y 2y
First, you can see that these terms are alike because they both have ys. We simplify the expression by subtracting
the numerical part of the terms.
9-2=7
1114
www.ck12.org
Our answer is 7y.

Sometimes you can combine like terms that have both sums and differences in the same problem.
8x 3x + 2y + 4y
We begin with the like terms.
8x 3x = 5x
2y + 4y = 6y
Next, we put it all together.
5x + 6y
This is our answer.
Remember that you can only combine terms that are alike!!!
Use your notebook and pencil to take some notes on how to identify like terms.
Try a few of these on your own. Simplify the expressions by combining like terms.
Example A
7z + 2z + 4z
Solution: 13z
Example B
25y 13y
Solution: 12y
1115
12.4. Sums and Differences of Single Variable Expressions
www.ck12.org
Example C
7x + 2x + 4a
Solution: 9x + 4a
Well, at the amusement park, Kelly has decided to gather a group of friends to do just that. When she first posed the
question at lunch, she had five people say that they wanted to do it.
Then later in the day, four more people wanted to join it.
There is a fee per person if you want to be in the picture.
Kelly wants to figure out the total number in simple way and include the fee. How can she do this?
To do this, Kelly can write an expression using a single variable.
Do you know how to to do this?
Now we can use the information that is provided in the dilemma to write a single variable expression.
First, 5 people wanted to be in the picture.
There is also a fee per person. Kelly doesnt know this amount. It is our variable x
5x
Then 4 more people wanted to join the picture. The fee per person applies to them too.
5x + 4x
If we combine like terms, 9x is the expression Kelly can use to figure out the total cost of the picture. Once she
knows the cost per person, she will be able to substitute that into the given expression and solve for the total cost.
But wait, this is information we can use in another Concept.
Guided Practice

5x + 2x 1x + 6y 4y
Answer
To simplify this expression, we simply combine the terms that are alike.
5x + 2x 1x = 6x
6y 4y = 2y
Now we put those simplified terms together.
6x + 2y
This is our answer.
Video Review
1116
www.ck12.org
MEDIA
James Sousa: Simplifying Algebraic Expressions

Explore More
Directions: Simplify the following expressions by combining like terms. If the expression is already in simplest
form please write already in simplest form.
1. 4x + 6x
2. 8y + 5y
3. 9z + 2z
4. 8x + 2y
5. 7y + 3y + 2x
6. 9x x
7. 12y 3y
8. 22x 2y
9. 78x 10x
10. 22y 4y
11. 16x 5x + 1x 12y + 2y
12. 26x 15x + 12x 14y + 2y
13. 36x 5x + 11x 1x + 2y
14. 26x 25x + 12x 13y + 2y
15. 29x 25x + 18x 12x + 12y + 3y
1117
12.5. Single Variable Addition Equations
www.ck12.org
12.5 Single Variable Addition Equations

Here youll learn to solve single variable addition equations.
Have you ever tried to figure out the cost of a field trip? Take a look at this dilemma.
Carl is working on bus costs for his class trip to the amusement park. Since the amusement park is two hours away,
Carls idea was for his class to take a greyhound bus instead of a school bus. Mrs. Hawk, Carls teacher, is alright
with the idea as long as it doesnt cost too much money.
Mrs. Hawk has said that she would like the cost per student to not exceed $20.00.
The amusement park ticket is $14.50.
The bus cost per person is unknown at this point.
Carl wrote the following equation to figure out bus cost per person.
$14.50 + x = $20.00
Now Carl has a dilemma. He needs to figure out how much the bus can cost per person without exceeding the twenty
dollar limit. To figure this out, he will need to solve this equation.
In this Concept, you will learn how to solve single variable equations like this one. Pay attention and you can
help Carl at the end of the Concept.
Guidance
In the last Concept you learned how to write an addition equation from a phrase. To do this, you looked for key
words that mean addition, words like sum and plus.
Five plus an unknown number is ten.
Here is our equation.
5 + x = 10
Now that you have learned how to write single-variable equations, our next step is to learn how to solve them.
What does it mean to solve a single-variable equation?
To solve a single-variable equation means that you are going to figure out the value of the variable or the unknown
number.
1118
www.ck12.org
We can do this in a couple of ways.

The first way is to use mental math. Lets look at the equation that we just wrote.
5 + x = 10
Using mental math you can ask yourself, Five plus what number is equal to 10?
The answer is 5.
You can check your answer too. To do this, simply substitute the value for x into the equation and see if it forms a
true statement.
5 + 5 = 10
10 = 10
This is a true statement. Our answer is correct.
Sometimes, it may seem difficult to figure out the value of the variable using mental math. What do we do
then? Lets look at the next way to solve single-variable equations.
x + 27 = 43
The second way of solving a single-variable equation involves using the inverse operation.
That is an excellent question! An inverse operation is the opposite of the given operation. In the example above,
the given operation is addition, so we can use the opposite of addition (subtraction) to solve the problem.
How do we do this?
1119
www.ck12.org
x + 27 = 43
Since 27 is being added, we can subtract 27 from both sides of the equation. That will help us get the variable on
one side of the equation. We need to get the variable by itself to figure out what the value of it is. Lets subtract 27
from both sides and see what we end up with as an answer.
x + 27 = 43
27
27
x + 0 = 16
x = 16
Where did the 0 come from?
Well, if you look at the inverse, +27 27 is equal to 0. Once we have a O next to variable, we have succeeded in
getting the variable alone. Then all we have on the left side of the equal sign is the variable. On the right side of the
equals, we subtract 27 and we end up with an answer of 16.
Is this true? We can check our work by substituting the value for x back into the original equation. If it is true, then
one side of the equation will equal the other side.
16 + 27 = 43
43 = 43
Our answer is correct.
45 + x = 67
This one may seem a little trickier because the x is in the middle of the equation and not at the start of it. We
can still use an inverse to sort it out.
Our goal is to get the x alone. To do this, we need to do something with the 45. Notice that it is a positive 45. We
can use the inverse of a positive 45 which is a negative 45 and subtract 45 from both sides of the equation.
45 + x = 67
45
45
x = 22
Notice here again that 45 45 is equal to 0. On the left side of the equals we succeeded in getting the variable
by itself. On right side, we subtracted 45 and got an answer of 22.
Is this true? We can figure out if this is true by substituting our answer for x into the original equation. If it is true,
then one side of the equation will equal the other side of the equation.
45 + 22 = 67
67 = 67
1120
www.ck12.org
Practice a few of these on your own. Solve each equation then check your answer. Write your answers in the form
variable = _____.
Example A
x + 16 = 22
Solution: x = 6
Example B
y + 15 = 30
Solution: y = 15
Example C
12 + x = 18
Solution: x = 6
Remember Carl and the bus dilemma?
Carl wishes to do all of this research before calling bus companies so that he can have an idea how much the class
can afford to pay for a bus.
First, Carl needs to solve the equation for the unknown quantity x.
$14.50 + x = $20.00
We use the inverse of addition and subtract $14.50 from both sides of the equation.
$14.50 + x = $20.00
$14.50
$14.50
0 + x = $5.50
x = $5.50
Each person can pay $5.50 for the bus.
1121
www.ck12.org
Guided Practice

Solve this equation.
x + 15 = 32
Answer
We can use mental math to solve this problem.
15 + 15 = 30 + 2 = 32
Our answer is x = 17.
Video Review
MEDIA
James Sousa, Solve One Step Equations by Adding and Subtracting Whole Numbers
Explore More
Directions: Solve each single-variable addition equation. Write your answer in the form: variable = _____. For
example, x = 3
1. x + 4 = 11
2. x + 11 = 22
3. x + 3 = 8
4. x + 12 = 20
5. x + 9 = 11
6. x + 8 = 30
7. 22 + x = 29
8. 18 + x = 25
9. 15 + x = 20
10. 13 + x = 24
11. x + 18 = 24
12. 23 + x = 33
13. y + 18 = 31
14. 21 + x = 54
1122
www.ck12.org
15. 88 + x = 91
1123
12.6. Single Variable Subtraction Equations
www.ck12.org
12.6 Single Variable Subtraction Equations

Here youll learn to solve single variable subtraction equations.
Remember Kelly and the photo?
Well, after the students arrived at the amusement park, Kelly and her friends went to take the picture. The photographer provided them with the following information about cost.
For nine people to be in the photo, the students would pay $22.50.
But, the man also said there was a discount for a group larger than 5, so the total would be $18.50.
What was the amount of the discount?
To figure this out you will need to write an equation and then solve it. This Concept will teach you how to
accomplish this task.
Guidance
In the last Concept, you learned how to solve single-variable addition equations. Now you are going to learn how to
solve single-variable subtraction equations.
How do we do this?
We can use inverses once again to solve single-variable subtraction equations. The inverse of subtraction is addition,
so we can use the inverse operation to help us in solving each problem.
x 12 = 40
If you think this through, it means Some number minus twelve is equal to 40.
To figure this out, you can use the inverse of subtraction (addition) and add 12 to both sides of the equation.
That will help to get the variable alone and solve the problem.
x 12 = 40
+12
+ 12
x = 52
Notice that -12 + 12 is equal to 0. That got the variable alone on the left side of the equals. On the right side,
we added 12 and got an answer of 52.
To check this answer, we can substitute it back into the original problem and see if we have a true statement.
52 12 = 40
40 = 40
Our answer is true so our work is accurate.
Try and solve a few of these on your own. Write your answer x =.
1124
www.ck12.org
Example A
x 9 = 22
Solution:x = 31
Example B
x 3 = 46
Solution:x = 49
Example C
x 7 = 23
Solution:x = 30
Remember Kelly and the photo?
Well, after the students arrived at the amusement park, Kelly and her friends went to take the picture. The photographer provided them with the following information about cost.
For nine people to be in the photo, the students would pay $22.50.
But, the man also said there was a discount for a group larger than 5, so the total would be $18.50.
What was the amount of the discount?
First, we write a single variable subtraction equation using the given information.
22.50 is the starting cost.
18.50 is the final cost.
x is the unknown discount.
Here is the equation.
22.50 x = 18.50
Now we solve it.
x = $4.00
The amount of the discount was $4.00.
Guided Practice

y 21 = 59
Answer
To solve this problem, we use the inverse operation.
y 21 + 21 = 59 + 21
y = 80
This is our answer.
1125
12.6. Single Variable Subtraction Equations
www.ck12.org
Video Review
MEDIA
James Sousa, Solve One Step Equations by Adding and Subtracting Whole Numbers
Other Videos:
1. http://www.mathplayground.com/howto_solvevariable.html This is a video on how to solve a variable equation. It goes through each type of equation step by step.
Explore More
Directions: Solve each single-variable subtraction problem using the inverse operation. Write your answer in the
form: variable = _____.
1. y 5 = 10
2. x 7 = 17
3. a 4 = 12
4. z 6 = 22
5. y 9 = 11
6. b 5 = 12
7. x 8 = 30
8. y 7 = 2
9. x 9 = 1
10. x 19 = 15
11. x 18 = 12
12. x 29 = 31
13. x 15 = 62
14. x 22 = 45
15. x 19 = 37
1126
www.ck12.org
12.7 Products and Quotients of Variable Expressions

Here youll learn to simplify products and quotients of variable expressions.
Have you ever eaten lunch at an amusement park?
Well, Kelly and Keith are in line at the snack bar at amusement park. When they get to the counter, they order two
of the hot dog specials which includes a hot dog, fries and a soda. There are other specials as well.
The cost of the special varies depending on which special you order.
Kelly and Keith both want to order the same special, but arent sure which one to order.
If three pairs of people behind them also order this special, can you write an expression that includes all of this
information?
This Concept will teach you how to write variable expressions with multiplication as well as how to simplify
them.
Guidance
In an earlier Concept, you learned how to simplify expressions. You simplified expressions that had addition and
subtraction in them. Now it is time to simplify expressions with multiplication and division in them. Lets start by
reviewing what we mean by the word simplify.
To simplify means to make smaller. When simplifying an expression, we dont evaluate the expression, we just
simplify it. To evaluate an expression we must have a given value for the variable. If you have not been given a value
for the variable, then you will be simplifying the expression.
3(5x)
This is a multiplication problem. The number next to the parentheses means that we are going to multiply. However,
we havent been given a value for x so we are going to simplify this expression. We cant do anything with the
variable, but we can multiply the numerical part of each term.
3 5 = 15
Our answer is 15x.
4 (12 y)
These dots mean to multiply. First, we complete the operation in parentheses.
12 times y = 12y
Next we multiply the number parts of the two terms.
4 12 = 48
1127
12.7. Products and Quotients of Variable Expressions
www.ck12.org
Our answer is 48y.

We can also simplify quotients. Remember that a quotient means division.
4x
2x
That is a great question! Do you remember back to fractions? You know that a fraction over itself is equal to
one.
6
=1
6
We call that simplifying a fraction. Well, we can simplify the variables too when we divide.
That is the first step. When simplifying a quotient with a variable expression, simplify the variables first.
4x 4
=
2x 2
x divided by x is equal to one. Since 4 x 1 = 4, and 2 x 1 = 2, those xs really cancel each other out. Then we are left
with four divided by two.
42=2
The answer is 2.
Now practice a few of these on your own.
Example A
5 (4 x)
Solution: 20x
1128
www.ck12.org
Example B
6y
3y
Solution: 2
Example C
14xy
7y
Solution: 2x
Have you ever eaten lunch at an amusement park?
Well, Kelly and Keith are in line at the snack bar at amusement park. When they get to the counter, they order two
of the hot dog specials which includes a hot dog, fries and a soda. There are other specials as well.
The cost of the special varies depending on which special you order.
Kelly and Keith both want to order the same special, but arent sure which one to order.
If three pairs of people behind them also order this special, can you write an expression that includes all of this
information?
First, lets write the part of the expression that only includes Kelly and Keith.
2y
Why y?
We use y to represent the unknown cost of the special. Since the cost can change depending upon which special is
chosen.
If three more pairs of people buy the same special, what would the expression look like?
3(2y)
Now we can simplify this expression.
6y
This is our answer.
Guided Practice
8xy
4x
Answer
Here we have like xs in both the numerator and denominator. We can simplify those to one and cancel them out.
Here is what we are left with.
8Axy 8y
=
4Ax
4
Now we cant do anything with the y, so we leave it alone.
We can divide four into eight.
1129
12.7. Products and Quotients of Variable Expressions

84=2
Dont forget to add the y in.
Our answer is 2y.
Video Review
MEDIA
Khan Academy: CA Algebra I: Simplifying Expressions

Explore More
Directions: Simplify the products and quotients of the following single-variable expressions.
1. 5x(4)
2. 3(5x)
3. 4y(2)
4. 2 (8 a)
5. 4 (7x)
6.
9y
3y
64x
8x
12xy
8. 4
9. 10ab
5a
10. 18xy
6y
7.
11. 15x(4y)
12. 7x(2)
13. 12x(4y)
14. 13x(4y)
15. 12x(7)
1130
www.ck12.org
www.ck12.org
12.8 Single Variable Multiplication Equations

Here youll learn to solve single variable multiplication equations.
Remember the amusement park? Look at this dilemma.
Eight of the students bought cotton candy at the amusement park. If the total cost of the cotton candy was $12.00,
what was the cost of each cotton candy?
To solve this problem, you will need to write a multiplication equation and solve it. You will learn how to do
that in this Concept.
Guidance
Just like you learned how to solve single-variable equations with addition and subtraction, this Concept will teach
you how to solve single-variable multiplication and division equations.
Lets start with solving multiplication equations.
5x = 30
Here we need to figure out what the value of x is. We can do this in two ways.
1. Use mental math
2. Use the inverse operation
To use mental math we can think to ourselves, What times five is equal to thirty?
Using our times tables, we can figure out that 5 times 6 is equal to thirty. The value of x is 6.
To use the inverse operation, we use the opposite operation of multiplication, since this is a multiplication
problem. The inverse of multiplication is division.
Once again, we work to get the variable alone on one side of the equation. This time by dividing both sides by the
number next to the variable. In this example, we divide both sides by 5.
5x 30
=
5
5
The fives cancel each other out because five divided by five is one, and "x" times 1 is "x". On the right side, thirty
divided by five is six.
5Ax 30
=
5A
5
x=6
You can check your work by substituting the value of x back into the original equation. If both sides are equal,
then your work is accurate and correct.
1131
12.8. Single Variable Multiplication Equations
www.ck12.org
5(6) = 30
30 = 30
Our work is correct.
7y = 49
To do this one, lets use the inverse operation. We divide both sides by 7 to get the variable alone.
7y 49
=
7
7
The 7s cancel each other out, leaving y alone. Forty-nine divided by seven is seven.
7Ay 49
=
7A
7
y=7
Check your work. Substitute 7 back into the original problem for y.
7(7) = 49
49 = 49
Our work is accurate.
Practice solving a few equations on your own. Write your answer is the form variable = _____.
Example A
8x = 64
Solution: x = 8
Example B
2a = 26
Solution:a = 13
Example C
6y = 42
Solution:y = 7
1132
www.ck12.org
Eight of the students bought cotton candy at the amusement park. If the total cost of the cotton candy was $12.00,
what was the cost of each cotton candy?
First, lets write an equation that illustrates this dilemma.
8x = 12
The students bought 8 cotton candies and the total cost was $12.00. We are trying to figure out the cost for one
cotton candy.
Now we can solve this by using the inverse of multiplication, division.
/ f rac8x8 =
12
8
x = 1.50
Each cotton candy costs $1.50.
Guided Practice

12y = 84
Answer
To complete this problem, we can use the inverse of multiplication. This means that we divide 84 by 12 to get the
variable "y" by itself.
y=
84
12
y=7
This is our answer.
Video Review
MEDIA
Khan Academy, Simple Equations
MEDIA
James Sousa, Solving One Step Equation by Multiplication and Division
1133
12.8. Single Variable Multiplication Equations
MEDIA
Math Problem Generator: Solving Single-Step Equation by Division

Explore More
Directions: Solve each single-variable multiplication equation.

1. 7y = 14
2. 3y = 24
3. 9x = 81
4. 4x = 16
5. 3y = 12
6. 8a = 72
7. 12v = 36
8. 9x = 45
9. 10y = 100
10. 7x = 21
11. 9a = 99
12. 16x = 32
13. 14y = 28
14. 13y = 39
15. 7y = 140
1134
www.ck12.org
www.ck12.org
12.9 Single Variable Division Equations

Here youll learn to solve single variable division equations.
Have you ever been on a coach bus?
Carl has been working hard trying to find a coach bus that his sixth grade class can afford. It is more challenging
than he expected, so after some frustration he asks his friend Tabitha to help him.
Here is what I know. The total cost of the bus cant exceed $143.00 or we cant afford it. I know this because
$143.00 divided by 26 is the cost of the bus per person. Here is the equation I wrote, Carl explains.
143
26
= y is the cost per person
y = $5.50
The cost per person cant exceed $5.50 or the cost of the trip becomes too expensive. I have called three different
places and the cheapest bus is $1300, Carl sighed, looking at Tabitha for any new ideas.
Wow, that is expensive, Tabitha said.
I guess its back to the school bus, Carl frowned.
At that moment Mrs. Hawk came in with a piece of paper in her hand.
Carl, Buses are Us just called and they will offer us a deal on a bus. It will be only $998.00, Mrs. Hawk said.
I think that is still too much money. Let me see how much that is per person.
Carl wrote this equation down.
988
=y
26
We have some money in the class account, Mrs. Hawk said to Carl. We can take $600 and apply it to the cost of
the bus.
Carl took a pencil to do some quick figuring.
988 600 = 388
Now that Carl has this new amount, he is back to the drawing board.
Can you write and solve this new equation with Carl? This Concept is all about solving multiplication and
division single-variable equations. Once you have done this work, Carl and Tabitha will be able to figure out
the cost of the bus per person.
1135
12.9. Single Variable Division Equations
www.ck12.org
Guidance
Division equations are a bit tricky because you have to multiply to solve them. We often think in terms of multiplication, but we dont think in terms of division. When you have a division equation, you have to use multiplication
to solve for the variable. Remember that multiplication is the inverse operation for division.
There are two different types of division equations that we will be solving. Lets look at a problem that is the
first type of division equation.
x
= 12
3
This type of division problem has a missing numerator. We dont know the value of the numerator so we use
a variable in place of the unknown number.
To figure out the numerator, we multiply the denominator with the value on the right side of the equals.
To check the answer, substitute it back into the original equation for the variable. If one side equals the other
side, then your work is accurate and correct.
36
= 12
3
12 = 12
Our work is correct.
Now lets look at one that is the second type of division equation.
4
=2
x
To solve this equation we need to multiply the denominator with the value on the right side of the equals. In
this case, the denominator is a variable. We multiply it by two and rewrite the problem.
Now we have a multiplication problem to solve. We solve it by using division. To get the variable alone, we
divide both sides of the equation by 2.
2x 4
=
2
2
x=2
1136
www.ck12.org
Is this accurate? Lets substitute it back into the original problem to check.
4
=2
2
2=2
Our work is accurate and correct.
Practice solving these equations. Write your answer in the form variable = _____.
Example A
x
5
=7
Solution: x = 35
Example B
x
2
=3
Solution:x = 6
Example C
12
x
=6
Solution:x = 2
Now back to the bus.
Carl has been working hard trying to find a coach bus that his sixth grade class can afford. It is more challenging
than he expected, and after some frustration he asks his friend Tabitha to help him.
Here is what I know. The total cost of the bus cant exceed $143.00 or we cant afford it. I know this because
$143.00 divided by 26 is the cost of the bus per person. Here is the equation I wrote, Carl explains.
143
26
= y is the cost per person
y = $5.50
The cost per person cant exceed $5.50 or the cost of the trip becomes too expensive. I have called three different
places and the cheapest bus is $1300, Carl sighed, looking at Tabitha for any new ideas.
Wow, that is expensive, Tabitha said.
I guess its back to the school bus, Carl frowned.
At that moment Mrs. Hawk came in with a piece of paper in her hand.
Carl, Buses are Us just called and they will offer us a deal on a bus. It will be only $998.00, Mrs. Hawk said.
I think that is still too much money. Let me see how much that is per person.
Carl wrote this equation down.
1137
www.ck12.org
988
=y
26
We have some money in the class account, Mrs. Hawk said to Carl. We can take $600 and apply it to the cost of
the bus.
Carl took a pencil to do some quick figuring.
988 600 = 388
Now that Carl has this new amount, he is back to the drawing board.
Can you write and solve this new equation with Carl?
Mrs. Hawk has said that the students can apply class funds to the cost of the bus. Carl needs to write an equation
and solve for the bus cost per person with these new figures.
The cost of the bus class funds = new cost
988 600 = 388
There are 26 students in the class.
y is the cost of the bus per person
Lets write the equation. This is a division problem.
388
=y
26
y = $14.92 per person
Carl knows that his original figure was $5.50 per person for the bus. To find the difference he subtracts $5.50 from
$14.92.
14.92 5.50 = $9.42
There is a difference of $9.42 that each person would have to pay to take the coach bus.
Carl and Tabitha show their work to Mrs. Hawk. Mrs. Hawk suggests that they ask the class to have a car
wash to raise the additional funds. The students think this is a terrific idea!!
Guided Practice

x
4
=6
Answer
To find the answer to this problem, we have to use the inverse of division.
Some number divided by four is six.
We multiply four and six.
4 6 = 24
x = 24
This is our answer.
1138
www.ck12.org
Video Review
MEDIA
Khan Academy, Simple Equations
MEDIA
James Sousa, Solving One Step Equation by Multiplication and Division
MEDIA
Math Problem Generator: Solve Single-Step Equation by Division

Explore More
Directions: Solve each single-variable division equation.

x
4 =8
2. 6x = 3
3. 9x = 9
4. 5x = 3
5. 20
y =4
6. 2x = 18
7. 3x = 2
x
8. 12
=9
x
9. 14 = 3
x
10. 11
=9
1.
1139

11.
12.
13.
14.
15.
x
13
12
x
44
x
32
x
90
x
1140
=4
=3
=4
=8
= 30
www.ck12.org
www.ck12.org
12.10 Input-Output Tables

Here youll learn to write an expressions for an input - output table.
Mrs. Hawks sixth grade class was so motivated by the idea of taking a coach bus on their class trip that they had
100% turn out for the car wash on Saturday. The students gathered their supplies and washed cars for most of the
day. The car wash started at 9 am and continued until 2 pm.
The students figured out that they needed to earn $244.92. To make the math easier, they rounded up to $245.00. At
$5.00 a car, they needed to wash 49 cars to make enough money for the bus.
The car wash was a busy place. At the beginning there werent any cars, but between 9 am and 10 am the class
washed 5 cars. From 10 to 11, the class washed 10 cars, from 11 to 12 the class washed 15 cars and from 12 1 the
class washed 20 cars.
Toby kept track of all of this information in his notebook. He created a chart to show how the number of cars washed
changed throughout the day.
10
15
20
Toby can see a pattern in the data, can you? In this Concept you will learn how to write rules for patterns.
Pay close attention and at the end of this Concept you will have chance to write a rule, an expression that
matches this table.
Guidance
Patterns are everywhere in life. They exist in nature and in machinery and even in temperatures. Detecting patterns
is one of the things that mathematicians and scientists do every day. They look for patterns in the way that things are
made or created or counted and then they can draw conclusions based on those patterns.
A pattern functions according to a rule. In this Concept, we are going to be looking at different patterns and at
how to decipher and write rules for patterns.
What is a pattern?
1141
12.10. Input-Output Tables
www.ck12.org
A pattern is something that repeats in a specific way. A pattern functions according to a rule. The rule tells us how
the pattern repeats.
We can look at patterns in nature-for example the number of leaves on a flower or the number of branches on a tree
are special patterns.
2, 4, 6, 8, 10.....
Once you have a pattern, we can establish a rule about the pattern. This pattern counts by twos. We could
say that we add two to each previous term to get the next term in the pattern.
How can we write this so that anyone could understand the rule?
In this example, we could use a variable to represent the terms in the list. Lets use x.
x = term in the pattern
By term we mean the numbers 2, 4, 6 and so on.
Next, we can add more to the variable. Since we add two to each term to get the next term, then we can say that x
plus two is the rule.
Rule: x + 2
Now lets check the rule to be sure that it works for each term in the list.
2, 4, 6, 8, 10...
If I take 2 and substitute it for x then 2 + 2 = 4, so the rule works.
Is there an easier way to figure this out?
Yes. We can use a table. We call it an input/output table.
TABLE 12.1:
Input
2
4
6
8
Output
4
6
8
10
Lets see if our rule x + 2 works for this table.

A term has been put into the table, that is the input. Then a term comes out, that is the output. The rule tells
us what happened to the input to equal the output.
Does the rule x + 2 work for each term in the table?
Yes it does. Two can be added to each term in the input column to equal the output column.
You can write rules by examining the patterns in input/output tables.
TABLE 12.2:
Input
0
1
2
3
1142
Output
0
3
6
9
www.ck12.org
What happened to the input to get the output?

This is where we can look at figuring out a rule. It is a little like deciphering a puzzle. You have to think of what
happened to one term to equal another term.
The term in the input column was multiplied by 3 to get the number in the output column. This is the rule for
this table.
We can write the rule as an expression.
If the input column is x, then 3x is the rule for this table.
Rule = 3x
Sometimes rules are a bit more complicated. Sometimes, there can be two operations in a rule.
TABLE 12.3:
Input
3
4
5
7
Output
7
9
11
15
What is the rule of this table? What happened to the input to get the output?
This is tricky, but if you look for patterns you will see that the input was multiplied by two and then one was added.
We can write the rule as an expression.
If you think of the input as a variable, we can write a rule for this table that looks like this.
Rule = 2x + 1
We call the input-output relationship of terms a function.
You will learn all about functions in the next Concept.
Now its time for you to practice. Write an expression for each input - output table.
Example A
TABLE 12.4:
Input
10
9
8
7
Output
6
5
4
3
1143
www.ck12.org
Solution: x 4
Example B
TABLE 12.5:
Input
2
4
6
7
Output
4
8
12
14
Solution: 2x
Example C
TABLE 12.6:
Input
0
1
2
4
Output
5
6
7
9
Solution: x + 5
Now back to the dilemma of the car wash.
Here is the original problem once again. Use what you have learned to write a rule for the pattern of cars washed.
Mrs. Hawks sixth grade class was so motivated by the idea of taking a coach bus on their class trip that they had
100% turn out for the car wash on Saturday. The students gathered their supplies and washed cars for most of the
day. The car wash started at 9 am and continued until 2 pm.
The students figured out that they needed to earn $244.92. To make the math easier, they rounded up to $245.00. At
$5.00 a car, they needed to wash 49 cars to make enough money for the bus.
The car wash was a busy place. At the beginning there werent any cars, but between 9 am and 10 am the class
washed 5 cars. From 10 to 11, the class washed 10 cars, from 11 to 12 the class washed 15 cars and from 12 1 the
class washed 20 cars.
Toby kept track of all of this information in his notebook. He created a chart to show how the number of cars washed
changed throughout the day.
Toby can see a pattern in the data, can you?

1144
10
15
20
www.ck12.org
Each number in the left hand column shows the time that passed.
In the beginning there werent any cars.
Then in the first hour the students washed 5 cars.
In the second hour, they washed 10 cars.
In the third hour, they washed 15 cars.
In the fourth hour, they washed 20 cars.
If we wanted to write a rule for the pattern, what happened to the input to get the output?
The input was multiplied by 5.
The rule for the number of cars washed per hour is 5x.
Given this rule, how many cars can we predict will be washed in the fifth hour?
Write down your prediction and check it with a friend.
If each car paid $5.00, how much money did the students make in five hours?
75 5 = $375.00
The students are very excited! They will be able to take the coach bus to the amusement park!!
Guided Practice

Write a rule for the table.
TABLE 12.7:
Input
2
3
4
5
Output
6
8
10
12
Answer
In looking at this table, we can ask ourselves, "What happened to x to get y?"
If you look carefully, you will see that the value in the input column was multiplied by 2 and then 2 was added to
that value.
This is our rule. We can write it as an expression.
2x + 2
This is our answer.
Video Review
1145
www.ck12.org
MEDIA
James Sousa, Introduction to Functions, Part2
MEDIA
James Sousa, Example of Writing a Cost Function and Completing a Table of Values
Explore More
Directions: Write an expression for each input-output table. Use a variable for the value in the input column of the
table.
Then add the next two values in the table if the pattern were followed. There are three parts to each answer.
1.
TABLE 12.8:
Input
1
2
3
4
Output
4
5
6
7
2.
TABLE 12.9:
Input
2
3
4
5
Output
4
6
8
10
3.
TABLE 12.10:
Input
1
2
1146
Output
3
6
www.ck12.org

Input
4
5
Output
12
15
4.
TABLE 12.11:
Input
9
7
5
3
Output
7
5
3
1
5.
TABLE 12.12:
Input
8
9
11
20
Output
12
13
15
24
6.
TABLE 12.13:
Input
3
4
6
8
Output
21
28
42
56
7.
TABLE 12.14:
Input
2
3
4
5
Output
5
7
9
11
8.
TABLE 12.15:
Input
4
5
Output
7
9
1147
www.ck12.org

Input
6
8
Output
11
15
9.
TABLE 12.16:
Input
5
6
7
8
Output
14
17
20
23
10.
TABLE 12.17:
Input
4
5
6
8
1148
Output
16
20
24
32
www.ck12.org
12.11 Function Rules for Input-Output Tables

Here youll learn to evaluate and write function rules for an input - output table.
At the amusement park, Taylor noticed that there seemed to be a pattern for people who won the dart throwing game.
She was so curious that she watched people play the game for a few hours. When 12 people played, there were only
6 winners. When ten people played, there were five winners.
This is a table to represent the data that Taylor collected.
TABLE 12.18:
Input
12
10
8
6
4
Output
6
5
4
3
2

What rule could we write to represent what happened to the input to equal the output?
This Concept is about writing and evaluating function rules. By the end of it, you will be able to help Taylor
with this dilemma.
Guidance
In the last Concept, you were introduced to rules and input - output tables. You also heard the word function
for the first time. Lets look at what a function is and then how we can evaluate a given function rule.
A function is when one variable or terms depends on another according to a rule. There is a special relationship
between the two variables of the function where each value in the input applies to only one value in the output.
These rules that we have been writing we can call function rules, because they explain how the function operates.
Here are some hints for writing function rules.
Hints for Writing Function Rules
1. Decipher the pattern of the function. What happened to the input to get the output?
2. Write the rule as an expression.
Think of the input as a variable.
Then write the operations used with this variable.
This will explain the function rule. In other words, the function rule is the same thing as the expression.
Now you will be given function rules and you must work to determine whether or not the rule is a rule for the table.
Is x + 4 a rule for this function?
1149
12.11. Function Rules for Input-Output Tables
www.ck12.org
TABLE 12.19:
Input
2
3
4
5
Output
5
6
7
8
No. It is not. Look at the input. Each term in the input became the term in the output when 3 was added to it.
Our rule states that four was added. Therefore, this is not a viable rule.
Is 5x a rule for this function?
TABLE 12.20:
Input
20
10
5
1
Output
100
50
25
5
Yes it is. In this case, each term in the input was multiplied by five to get the term in the output. Therefore
this rule does work for this table.
Practice a few of these on your own. Figure out if each rule makes sense for the input-output table.
Example A
4x
TABLE 12.21:
Input
2
3
5
6
Output
10
15
25
30
Solution: No, this rule does not work for this table.
Example B
2x 1
TABLE 12.22:
Input
2
3
4
6
1150
Output
3
5
7
11
www.ck12.org
Solution: Yes, this rule works for this table.

Example C
3x
TABLE 12.23:
Input
2
3
4
6
Output
6
9
12
18
Solution: Yes, this rule works for this table.

Now back to Taylor and the amusement park. Here is the original problem once again.
At the amusement park, Taylor noticed that there seemed to be a pattern for people who won the dart throwing game.
She was so curious that she watched people play the game for a few hours. When 12 people played, there were only
6 winners. When ten people played, there were five winners.
This is a table to represent the data that Taylor collected.
TABLE 12.24:
Input
12
10
8
6
4
Output
6
5
4
3
2

What rule could we write to represent what happened to the input to equal the output?
If you look, you will see that each term of the input was divided by two to get the output. We can use a variable for
the input.
a
2
This is our answer.

Guided Practice
TABLE 12.25:
Input
3
5
7
8
Output
5
9
13
15
1151
www.ck12.org

Input
10
Output
19
What rule could we write to represent this function?

Answer
Here two operations were performed. The input value was multiplied by two and then one was subtracted. We can
use a variable for the input and write the rule.
Rule: 2x 1
Video Review
MEDIA
MEDIA

Explore More
Directions: Evaluate each given function rule. Write yes if the rule works and no if the rule does not work.
1. 2x + 2
TABLE 12.26:
Input
2
3
4
5
2. 3x
1152
Output
6
8
10
12
www.ck12.org
TABLE 12.27:
Input
1
2
3
Output
4
6
10
3. 5x + 1
TABLE 12.28:
Input
1
2
3
4
Output
6
11
16
21
4. 2x
TABLE 12.29:
Input
1
2
3
Output
3
5
7
5. 3x 1
TABLE 12.30:
Input
1
2
3
4
Output
2
5
8
11
6. 2x + 1
TABLE 12.31:
Input
1
2
3
5
Output
3
4
6
10
7. 4x
TABLE 12.32:
Input
0
1
Output
0
4
1153
www.ck12.org

Input
2
3
Output
8
12
8. 6x 3
TABLE 12.33:
Input
1
2
3
Output
3
9
15
9. 2x
TABLE 12.34:
Input
0
1
2
3
Output
0
2
4
6
10. 3x 3
TABLE 12.35:
Input
1
2
4
5
Directions: Create a table for each rule.
11. 5x
12. 6x + 1
13. 2x 3
14. 3x + 3
15. 4x + 1
1154
Output
0
3
9
12
www.ck12.org
12.12 Graphs of Linear Functions

Here youll learn to graph linear functions in the coordinate plane.
The students have been having a fantastic time at the amusement park! Here is some information about tickets.
If the booklet had 6 tickets, then you can go on two rides. If the booklet had 12 tickets in it, then you could go on
4 rides. The number of rides is a function of the number of tickets. Using this chart can help the managers and the
amusement park design new booklets of tickets.
TABLE 12.36:
x Rides
1
2
3
4
7
y Tickets
3
6
9
12
21
We can create a visual display of this data. How do we do this?

This is where graphing functions is important. A graph of a function can show the relationship between the x
value and the y value. In this Concept, you will learn about graphs. We will come back to this problem at the
end of the Concept.
Guidance
Did you know that you learned about functions in an earlier Concept? We actually didnt really call them functions,
but we called them input/output tables. Lets look at what it means for the data in an input/output table to be a
function.
What is a function?
A function is a set of data that has a specific relationship. One variable in the data set is related to or depends on a
different variable in the same data set. Each input matches with only one output.
1155
12.12. Graphs of Linear Functions
www.ck12.org
Lets look at a table to look at this.
TABLE 12.37:
x
0
1
2
3
y
2
4
6
8
Do you see something different in this table?

In this table we use the letters x and y instead of input and output. They mean the same thing, but in mathematics as
you work with functions, you will use x and y more often. We can get used to seeing them in our work here.
Here the x is the input value and the y is the output value. The y value depends on the x value. They go together. You
can see that each value of the x column matches with only ONE value of the y column. This means that this table
forms a function.
Here is another table.
TABLE 12.38:
x
1
1
3
4
y
5
7
9
13
Do you see something different here?

The x value of 1 is connected two different "y" values at the same time. This is NOT a function. Because at least
one input has multiple outputs (1 corresponds to both 5 and 7), this is not a function.
What does it mean when real life data forms a function?
It means that one variable depends on or is a function of the other variable in the data.
Felix has a job cutting grass in the summer time. He earns $10.00 per lawn that he cuts.
This is an example of a function.
The amount of money that Felix makes is related to the number of lawns that he cuts. If Felix cuts 10 lawns,
then he will make $100.00. The amount of money is a function of the number of lawns.
We can look at some data about Felix and then show how this forms a function.
1156
www.ck12.org
Felix cut the following lawns on four different days.

Day 1 = 1 lawn = $10.00
Day 2 = 2 lawns = $20.00
Day 3 = 3 lawns = $30.00
Day 4 = 4 lawns = $40.00
How can we organize this data in a table?
Well, the number of lawns would be the x value and the amount of money earned would be the y value. The x is the
value that can be counted on or depended on and the y value changes depending on the x value.
Here is our table.
TABLE 12.39:
x
1
2
3
4
y
$10
$20
$30
$40
We can say that the amount of money that Felix earns is a function of the number of lawns that he mows.
We can also graph functions on the coordinate grid. We do this by using the values in each column to form
our ordered pairs.
Notice that we have an x value and a y value. In an ordered pair we have an x value and a y value.
Lets write this data as ordered pairs.
(1, 10)
(2, 20)
(3, 30)
(4, 40)
Now we can graph our data.
We create a graph by plotting the x values (the number of dollars earned) on the x axis and the y values (the
number of lawns) on the y axis.
1157
www.ck12.org
Wow! This graph forms a line!

Yes it does. This graph forms what we call a linear function. Anytime that a graph forms a line like this will it is
called a linear graph-and a linear graph is a graph of a linear function.
In the next Concept you will learn more about linear and non-linear functions and their graphs.
Answer the following questions about linear graphs.
Example A
Does the graph about cutting lawns show an increase or a decrease?

Solution: Increase
Example B
Is the amount of money earned represented on the x axis or the y axis?

Solution: x axis
Example C
What is the greatest number of lawns shown on the graph?

Solution: 5 lawns
Now back to the dilemma about tickets at the amusement park. Here is the original problem once again.
1158
www.ck12.org
The students have been having a fantastic time at the amusement park! Here is some information about tickets.
If the booklet had 6 tickets, then you can go on two rides. If the booklet had 12 tickets in it, then you could go on
4 rides. The number of rides is a function of the number of tickets. Using this chart can help the managers and the
amusement park design new booklets of tickets.
TABLE 12.40:
x Rides
1
2
3
4
7
y Tickets
3
6
9
12
21
We can create a visual display of this data. How do we do this?

Here is a graph representing the data from the table.
1159
www.ck12.org
Notice that this is a linear graph showing the relationship between rides and tickets.
Guided Practice

Lets look at a table of values and see how we can represent the function on a coordinate grid.
On a coordinate plane, graph the linear function that is represented by the ordered pairs in the table below.
TABLE 12.41:
x
-4
-2
0
2
4
y
5
3
1
-1
-3
Answer
First, lets identify the ordered pairs. The ordered pairs shown in the table are (4, 5), (2, 3), (0, 1), (2, 1) and (4,
3).
Plot those five points on the coordinate plane. Then connect them as shown below.
1160
www.ck12.org
Notice that the graph of this function is a straight line. That is because this function is a linear function.
Video Review
MEDIA
Khan Academy: Linear Function Graphs

Explore More
Directions: On your own graph each function in the coordinate plane. Identify which tables represent linear graphs
and which ones do not.
1.
TABLE 12.42:
Input
1
2
3
4
Output
4
5
6
7
2.
1161
www.ck12.org
TABLE 12.43:
Input
2
3
4
5
Output
4
6
8
10
3.
TABLE 12.44:
Input
1
2
4
5
Output
3
6
12
15
4.
TABLE 12.45:
Input
9
7
5
3
Output
7
5
3
1
5.
TABLE 12.46:
Input
8
9
11
20
Output
12
13
15
24
6.
TABLE 12.47:
Input
3
4
6
8
7.
1162
Output
21
28
42
56
www.ck12.org
TABLE 12.48:
Input
2
3
4
5
Output
5
7
9
11
8.
TABLE 12.49:
Input
4
5
6
8
Output
7
9
11
15
9.
TABLE 12.50:
Input
5
6
7
8
Output
14
17
20
23
10.
TABLE 12.51:
Input
4
5
6
8
Output
16
20
24
32
1163
12.13. Linear and Non-Linear Function Distinction
www.ck12.org
12.13 Linear and Non-Linear Function Distinction

Here youll learn to distinguish between linear and non - linear functions.
Do you like roller coasters? Take a look at this dilemma.
Jana loves roller coasters. She cant wait to ride some of the roller coasters at the amusement park for the class trip.
Jana is so curious about roller coasters that she starts to do some research about them. For example, Jana wonders
whether or not the speed of the roller coaster is connected to the height of the roller coaster or the length of the roller
coaster. She thinks that the speed of the roller coaster is a function of its height.
After doing some research, here is what Jana discovers.
The Timber Terror Roller Coaster
Height = 85 f t
Speed = 55 mph
Kingda Ka Roller Coaster
Height = 456 f eet
Speed = 128 mph
Top Thrill Dragster Roller Coaster
Height = 420 f t.
Speed = 120 mph
Jana wants to show how this data appears in a chart. She wants to be able to prove that the speed of the roller
coaster is a function of its height.
This Concept is all about graphing functions. Pay close attention and at the end of this Concept you will be
able to help Jana organize and graph her function.
Guidance
In the last Concept, you learned to identify a linear function. Lets identify a linear function now.
What is a linear function?
A linear function has a graph that is straight line.
Lets look at this table.
1164
www.ck12.org
TABLE 12.52:
x
0
1
2
3
y
2
4
6
8
Notice that each x value has a y value that gets larger as it goes up. As one value increases the dependent or y
value increases too. It does this in a sequential way. We can tell that this graph will form a straight line.
Lets be sure that it does. Here is the graph of this function.
Thats a great question.

1165
www.ck12.org
What is a non-linear function?

A non-linear function is a function where the data does not increase or decrease in a systematic or sequential way.
In short, a non-linear function does not form a straight line when it is graphed.
Lets look at a non-linear function in a table.
TABLE 12.53:
x
1
2
3
4
y
3
5
4
9
Do you notice anything different about this function?

The data does not move in a sequential way. This graph will not form a straight line.
Lets graph this function to be sure. Here is the graph of a non-linear function.
We could connect these points, but it does not change the fact that this is a non-linear function.
Practice identifying whether each represents a linear or a non-linear function.

1166
www.ck12.org
Example A
Solution: Non - Linear Function

Example B
TABLE 12.54:
x
1
2
3
4
y
10
8
6
4
Solution: Linear Function

Example C
TABLE 12.55:
x
1
2
3
4
y
8
6
4
2
Solution: Linear Function

Now back to the roller coaster.
Here is the original problem once again. Reread the problem and then work on creating a table and function graph
of Janas data.
1167
www.ck12.org
Jana loves roller coasters. She cant wait to ride some of the roller coasters at the amusement park for the class trip.
Jana is so curious about roller coasters that she starts to do some research about them. For example, Jana wonders
whether or not the speed of the roller coaster is connected to the height of the roller coaster or the length of the roller
coaster. She thinks that the speed of the roller coaster is a function of its height.
After doing some research, here is what Jana discovers.
The Timber Terror Roller Coaster
Height = 85 f t
Speed = 55 mph
Kingda Ka Roller Coaster
Height = 456 f eet
Speed = 128 mph
Top Thrill Dragster Roller Coaster
Height = 420 f t.
Speed = 120 mph
To create a table of Janas data we must use the height as one variable and the speed as the other. Here is a
table of our data.
TABLE 12.56:
H
85
420
456
S
55
120
128
You can see that as the height increases so does the speed. Using this information, Jana can conclude that the speed
of a roller coaster is a function of its height.
Lets create a graph of the function.
Notice that this graph is a non-linear graph. Even though the speed increases with the height of the roller coaster,
the interval that it increases is not even. Therefore, the graph of this function is non-linear.
Guided Practice

Non - linear or linear?
1168
www.ck12.org
TABLE 12.57:
x
2
4
6
10
y
4
6
8
12
Answer
This pattern follows a linear rule. It will form a straight line when graphed. It is a linear function.
Video Review
MEDIA
Khan Academy: Recognizing Linear Functions
MEDIA
Khan Academy: Exploring Non-Linear Relationships

Explore More
Directions: Look at each table and determine whether the function is linear or non-linear.
1.
TABLE 12.58:
x
0
1
2
4
y
2
3
5
4
2.
1169
www.ck12.org
TABLE 12.59:
x
1
2
3
4
y
3
5
7
9
3.
TABLE 12.60:
x
2
3
5
6
y
6
9
15
18
4.
TABLE 12.61:
x
2
3
6
8
y
3
4
7
9
5.
TABLE 12.62:
x
8
6
2
0
y
4
12
8
0
6.
TABLE 12.63:
x
0
1
2
6
7.
1170
y
3
4
5
9
www.ck12.org
TABLE 12.64:
x
5
4
3
2
y
11
9
7
5
8.
TABLE 12.65:
x
1
3
2
5
y
7
4
9
8
9.
TABLE 12.66:
x
1
2
4
6
y
3
6
12
18
10.
TABLE 12.67:
x
4
5
6
7
y
2
3
5
1
Directions: Now use each table in 1 10 and graph each function. You should have 10 graphs for this section.
Number these graphs 11 20. If the graph is a linear graph, then please connect the points with a line.
1171
12.14. Definition of Probability
www.ck12.org
12.14 Definition of Probability

Here youll learn to define and understand probability.
At the amusement park, Taylor watched a group of people play a shell game. In the game, the operator had three
shells and he put a ball under one of the shells. Then the shells were switched around and each player tried to guess
where the ball was located.
Taylor watched for a while, but still couldnt seem to figure out the game. She knew it had to do with probability.
What is the probability of the blue ball being under one of the shells?
Do you know?
Do you know how to write this as a statement of probability?
This Concept is about defining and understanding probability. By the end of it, you will know how to answer
this question.
Guidance
We use probability all the time in real life situations. If you watch the weather in the morning you may hear
the meteorologist talk about a 20% chance or rain or snow. In this case a percentage gives us the probability
that it would rain. While there is a 20% chance that it will rain, there is an 80% chance that it wont rain. All
in all, we are still talking about probability.
How can we calculate probability?
To calculate probability we use a ratio. If you remember back to earlier Concepts, you will remember that a ratio
is a way of comparing two quantities. With probability, we can compare the number of favorable outcomes to the
amount of possible outcomes.
Here is our ratio.
P=
# o f Favorable Outcomes
# o f Possible Outcomes
Notice that the ratio is in fraction form. That is one way that we can compare to figure out the probability of
an event happening.
How can we apply this ratio?
To apply this ratio, we have to look at an example. As you read this example, think about the number of possible
outcomes first. That is our denominator. Then go to the number of favorable outcomes.
Mark is rolling a number cube that is numbered 1 6. What are the chances that Mark will roll a 2?
To work through this problem and figure out the probability we first need to determine the number of
1172
www.ck12.org
possible outcomes. Since the number cube is numbered 1 6, there are only 6 possible outcomes. That is
our denominator.
P=
number o f f avorable outcomes

6
Next we think of the number of favorable outcomes. Since we are only looking for a two, there is one favorable
outcome. That is our numerator.
P=
1
6
That one was an introductory problem. Now lets look at one that is a little more complicated.
Jessie spins the same number cube. She wants to spin an odd number. What are the chances that she will spin an
odd number?
Lets break this one down. First, the number of possible outcomes did not change. It is still a 6.
P=
# o f Favorable outcomes
6
The number of favorable outcomes did change. We are looking for an odd number. If we count from 1 6,
there are three odd numbers. Therefore, the number of favorable outcomes is 3.
P=
3
1
or
6
2
Notice that we can simplify the probability too. Sometimes that will give an even clearer picture of the
likelihood that the event will or will not happen.
Practice finding probability. Write a ratio to show the probability for each question below.
Jake put eight colored squares into a bag. There are two reds, four yellows, one green and one blue.
Example A
What is the probability of Jake pulling out a red cube?

Solution: 28
Example B
What is the probability of Jake pulling out a yellow cube?

Solution:
4
8
Example C
What is the probability of Jake pulling out a yellow or blue cube?

1173
12.14. Definition of Probability

Solution:
www.ck12.org
5
8
Now back to Taylor and the shell game. Here is the original problem once again.
At the amusement park, Taylor watched a group of people play a shell game. In the game, the operator had three
shells and he put a ball under one of the shells. Then the shells were switched around and each player tried to guess
where the ball was located.
Taylor watched for a while, but still couldnt seem to figure out the game. She knew it had to do with probability.
What is the probability of the blue ball being under one of the shells?
Do you know?
Do you know how to write this as a statement of probability?
To write this as a probability, we look at the chances.
There is a one ball.
There are three shells.
There is a one in three chance of finding the ball.
This is the probability. We can write it as a fraction.
Our answer is 31 .
Guided Practice

What is the probability that Jake will not pull out a yellow or a red square?
Answer
To figure out this probability, we include all of the possibilities that are not yellow or red. This means we count the
green and the blue squares.
2
8
This is our answer.
Video Review
MEDIA
Khan Academy, Basic Probability

1174
www.ck12.org
Explore More
Directions: A bag has the following 10 colored stones in it. There are 2 red ones, 2 blue ones, 3 green ones, 1 orange
one, and 2 purple ones. Write a fraction to show the following probabilities.
1. One orange stone
2. A red stone
3. A green stone
4. A yellow stone
5. A blue stone or an orange one
6. A red one or a blue one
7. A green one or an orange one
8. A blue one or a green one
9. A blue one or a purple one
10. A purple one or a red one
11. Not purple
12. Not red
13. Not orange or purple
14. Not red or purple
15. Not orange
1175
12.15. Measurement of Probability
www.ck12.org
12.15 Measurement of Probability

Here youll learn to describe the probability of events as fractions, decimals or percents.
At the amusement park, Keith and Trevor went over to the carnival booths to try their luck at a few games. Keith
played one game of Whack a Mole and won a ticket for an ice cream cone. Trevor threw a golf ball into a fish
bowl and won a gold fish.
Then they both moved on to games of chance. After checking out several different games, they decided to play a
game with a spinner. In this game you spin the spinner and whichever number you get determines the number of
chances that you have. The object of the game is to use a bow and arrow to hit a target. In the autumn, the sixth
grade had learned some archery and Keith had been particularly good at it.
Youve got this, Trevor said supporting Keith. You were the best one in the class.
Yes, but I want to spin the highest number on the spinner that I can.
Keith and Trevor looked at the spinner. There were 10 sections on the spinner. That means that Kevin could spin
anywhere from a one to a 10. If he only spun a one, then he would only get one shot at the target. If he spun a ten,
then he would get 10 chances.
1176
www.ck12.org
Spinner courtesy of http://etc.usf.edu/clipart/37700/37714/spinner-10_37714.htm

What do you think my chances are of spinning an 8, 9 or 10? Kevin asked Trevor.
I dont know, let me think about that. I also wonder what that chance would be as a percentage. Trevor said.
More importantly, what are the chances that I wont spin an 8, 9, or 10? Kevin mused.
While Kevin and Trevor do their own figuring, it is time for you to learn about probability. At the end of this
Concept, we will return to this problem and you can help Trevor and Kevin figure out the probability.
Guidance
In the last Concept, we looked at probability as a ratio in fraction form.
P=
# o f Favorable Outcomes
# o f Possible Outcomes
We wrote our ratios as fractions and simplified them when we could.
3 1
=
6 2
Lets think about fractions for a minute. Fractions mean a part of a whole. Decimals and percents also mean a
part of a whole. Therefore, we can write our probabilities as fractions, but we can also write them as decimals
or as percents.
Lets practice writing the following probabilities three different ways.
A bag has four cubes in it, a red cube, two yellow cubes and one blue cube. What is the probability of drawing a red
or yellow cube out of the bag?
To work on this problem, lets first write a fraction to show the ratio of possible outcomes and favorable
outcomes. There are four cubes in the bag, so there are four possible outcomes. This is our denominator.
# o f f avorable outcomes
# o f possible outcomes
2
P=
4
P=
Next, we need to figure out the favorable outcomes. We want a red or a yellow. There are two yellow cubes and one
red cube. That means that there are three favorable outcomes.
P=
3
4
Our next step is to write this as a decimal. To write 34 as a decimal, we need to convert the fraction to one with
a denominator that is a multiple of ten. We can create a proportion, or equal fraction with a denominator out
of 100 to do this.
1177
www.ck12.org
3
2
=
4 100
4 25 = 100
P=
3 25 = 75
75
P=
or .75
100
Now we can take the decimal and make it a percentage. If you look at the fraction out of 100 it is already clear
what the percentage is. The percentage is 75% because percent means out of 100.
If you were working with the decimal only, then you move the decimal point two places to the right and then
add the % sign. You move it two places because that is hundredths and % means out of 100.
Practice writing the following probabilities as a decimal and a percentage.
Example A
1
4
Solution: .25, 25%
Example B
1
2
Solution: .5, 50%
Example C
5
8
Solution:.625, 62.5%
Now back to Keith and Trevor.
1178
www.ck12.org
Here is the original problem once again. Then use what you have learned about probability to help Keith figure out
his chances.
At the amusement park, Keith and Trevor went over to the carnival booths to try their luck at a few games. Keith
played one game of Whack a Mole and won a ticket for an ice cream cone. Trevor threw a golf ball into a fish
bowl and won a gold fish.
Then they both moved on to games of chance. After checking out several different games, they decided to play a
game with a spinner. In this game you spin the spinner and whichever number you get determines the number of
chances that you have. The object of the game is to use a bow and arrow to hit a target. In the autumn, the sixth
grade had learned some archery and Keith had been particularly good at it.
Youve got this, Trevor said supporting Keith. You were the best one in the class.
Yes, but I want to spin the highest number on the spinner that I can.
Keith and Trevor looked at the spinner. There were 10 sections on the spinner. That means that Keith could spin
anywhere from a one to a 10. If he only spun a one, then he would only get one shot at the target. If he spun a ten,
then he would get 10 chances.
Spinner courtesy of http://etc.usf.edu/clipart/37700/37714/spinner-10_37714.htm

What do you think my chances are of spinning an 8, 9 or 10? Keith asked Trevor.
I dont know, let me think about that. I also wonder what that chance would be as a percentage.Trevor said.
More importantly, what are the chances that I wont spin an 8, 9, or 10?Keith mused.
First, lets figure out what the probability is that Keith spin an 8, 9, or 10. There are 10 sections on the spinner.
10 is the denominator because it is the total number of possible outcomes.
8, 9, or 10 is the numerator. There are three favorable outcomes.
P=
3
10
Next, Trevor wondered what that chance would be if written as a percentage. To figure this out, we need to
convert the fraction to a percent. We do this by creating an equal fraction out of 100.
30
3
=
10 100
1179
www.ck12.org
Keith has a 30% chance of spinning an 8, 9 or 10.

What about the chances of not spinning an 8, 9 or 10?
Well, if there is a 30% chance that he will spin one of those numbers, then there is 70% chance that he wont.
You could say that the odds are against Keith spinning one of those numbers. It is unlikely that he will do so
given his chances. However you never know.
Keith spins the spinner and spins a 6. He didnt get the 8, 9 or 10, but he is happy with 6 chances. He warms
up and aims the arrow. On the fifth try, Keith hits the bullseye of the target. He chooses a stuffed pink giraffe
to take home to his sister.
Guided Practice

What is the probability that Jake will not pull out a red square? Write this answer as a decimal and a percentage.
Answer
First, we can write it as a ratio.
There are six other options besides red. Here is our ratio.
6
8
Now we convert that to a decimal.

6 8 = .75
.75 becomes 75%
Video Review
MEDIA
Khan Academy, Basic Probability
MEDIA
James Sousa, Introduction to Probability

1180
www.ck12.org
Explore More
Directions: A bag has the following 10 colored stones in it. There are 2 red ones, 2 blue ones, 3 green ones, 1 orange
one, and 2 purple ones. In the last Concept, you wrote a fraction for each example. Now write a decimal and a
percent for each probability.
1. One orange stone
2. A red stone
3. A green stone
4. A yellow stone
5. A blue stone or an orange one
6. A red one or a blue one
7. A green one or an orange one
8. A blue one or a green one
9. A blue one or a purple one
10. A purple one or a red one
11. Not purple
12. Not red
13. Not orange or purple
14. Not red or purple
15. Not orange
1181
12.16. Complement Rule for Probability
www.ck12.org
12.16 Complement Rule for Probability

Here youll learn how to find the probability of complementary events.
Have you ever played a basketball game at an amusement park? Well, Jeff is going to do just that.
Jeff stopped going on rides to play a basketball game at the amusement park. In this game, Jeff had ten chances to
make a basket. Kyle stopped by to support Jeff in his attempt.
"I have to make four out of ten," Jeff told Kyle.
"What do you think your chances are?"Kyle asked.
"Well, Im pretty good at basketball. I bet I have a 75% chance of getting the four in."
If Jeff has a 75% chance of making the basket, what is the probability that he wont make the basket?
This is an situation with complementary events. You will learn how to answer this question during Concept.
Guidance
What happens when we know the likelihood that something will happen? Well, we can determine or base our actions
on that event happening.
If there is a 10% chance of rain, what is the probability that it will be sunny? We can say that there is a 90% chance
that it will be sunny.
If someone only knew that there was a 10% chance that it would be rainy, and that if it wasnt rainy the only
other option was to be sunny, could they tell the chance of it being sunny? To figure this out, we have to figure
out what the chances are of something not happening. This is called a complementary event .
If there is a 10% chance that it will not be sunny, then there is a 90% chance that it will be sunny.
Write the complementary event for the probability shown here.
There is a 50% chance that Mary will be coming over on Saturday.
To write the complementary event, we look at the opposite probability. There is a 50% chance that Mary will
be coming over, so there is a 50% chance that she will not be coming over.
There is a 50% chance that Mary will not be coming over.
We can write complementary events as fractions, decimals and percents. Use whatever form is used in the
example and have the complementary event match that form.
We can also predict how likely an event is to happen or not to happen based on common sense. Some things we can
know for certain and some things are left up to chance.
1182
www.ck12.org
The sunrise is one of those events. We know that the sun will rise tomorrow. Sometimes we wont see it due to
weather, but it certainly will rise.
You can also catch yourself arguing about this too. How do we know that it will rise? You could find yourself
debating this with a friend for a long time. However, we need to use common sense when we are thinking
about these things and not just figuring the probability using numbers.
Dont get too caught up!
Predict whether each event is likely, impossible, unlikely or certain or write a complementary event for each situation.
Example A
The team lost its last four games, it is __________ that they will win tonight.
Solution: Unlikely
Example B
On her fifth birthday, Joanna turned five years old.

Solution: Joanna is five years old now.
Example C
There is a 20% chance that it will snow tonight.

Solution: There is an 80% chance that it will not snow.
Jeff stopped going on rides to play a basketball game at the amusement park. In this game, Jeff had ten chances to
make a basket. Kyle stopped by to support Jeff in his attempt.
"I have to make four out of ten," Jeff told Kyle.
"What do you think your chances are?"Kyle asked.
"Well, Im pretty good at basketball. I bet I have a 75% chance of getting the four in."
If Jeff has a 75% chance of making the basket, what is the probability that he wont make the basket?
To answer this question, we use 100% as our total and subtract 75% from 100%. This is the part of the whole not
represented in the first percent.
100 75 = 25
Jeff has a 25% chance of not getting the basket.
Guided Practice

Use likely, not likely or uncertain to describe the following event.
Mary will eat chocolate ice cream this week.
Answer
1183
12.16. Complement Rule for Probability
www.ck12.org
This is an uncertain event. We havent been given any other information about Mary and her likes and dislikes when
it comes to ice cream. Therefore, this is uncertain.
Video Review
MEDIA
Khan Academy: The Probability of Complementary Events

Explore More
Directions: Use common sense and make a prediction, use likely, impossible unlikely or certain to describe each
statement.
1. Our team has a perfect record. It is _________ that we will win on Saturday.
2. A baby born will either be a boy or a girl.
3. A pig will fly through the sky.
4. A cat will like a dog.
5. There is an 85% chance it will rain. It is ________ that it will rain.
Directions: Find the complement.
6. A and B are complements. P(B) = 15%. Find P(A).
7. C and D are complements. P(C) = 80%. Find P(D).
8. G and H are complements. P(H) = 49%. Find P(G).
9. T and S are complements. P(T ) = 33%. Find P(S).
10. L and K are complements. P(K) = 70%. Find P(L).
11. A and B are complements. P(B) = 12%. Find P(A).
12. N and M are complements. P(N) = 96%. Find P(M).
13. Q and Z are complements. P(Q) = 10%. Find P(Z).
Directions: Write complementary or not complementary.
14. Percentage of votes that 2 candidates get in a 2-candidate election
15. Percentage of votes that 2 candidates get in a 3-candidate election
16. Winning a game or losing a game
1184
www.ck12.org
12.17 Tree Diagrams

Here youll learn to use tree diagrams to list outcomes.
Maggie, Sarah and Julie are excited to go on the Ferris wheel. There isnt any line, and so the friends decide to ride
the Ferris wheel multiple times in a row. It is great! The Ferris wheel stops at the top and they can see all across the
entire park. Sarah spots their teacher Mrs. Hawk and gives a huge wave. The others join in.
Each seat can only hold two people so the friends take turns sitting with each other. They keep riding the Ferris
wheel until everyone has had a chance to sit with everyone else. After the last ride, they get off the ride, a little dizzy,
but very happy!
Wow that was some time! Maggie says excitedly.
Yes, but my head is still spinning, Julie declares.
As they walk away, Chris comes over. When he asks where they have been, they tell him that they have been riding
the Ferris wheel.
How many times did you ride it? Chris asks.
All three of the friends look at each other. They arent sure. It was so exciting to keep riding that they lost count.
I know we can figure this out mathematically, Maggie says to the others as she starts to count on her fingers.
Do you know how many times they rode the Ferris wheel? If each friend rode with each other once, how many
times did they ride in all? In this Concept, you will learn all about finding outcomes. Pay attention so that
you can figure this problem out in the end.
Guidance
When thinking about probability, you think about the chances or the likelihood that an event is going to occur.
Calculating probability through a ratio is one way of looking at probability. We can also think about chances or
probability through calculating outcomes.
What is an outcome?
An outcome is an end result. When you have multiple options you can calculate an outcome or figure out how many
possible outcomes there are. We do this all the time in life and we dont even realize that we are doing it. Anytime
you are trying to organize something with many different pieces or components, you are figuring outcomes.
1185
12.17. Tree Diagrams
www.ck12.org
How can we figure out an outcome?

There are a couple of different ways to do this, and you are going to learn about them in this Concept. The first one
that we are going to work with is a tree diagram.
What is a tree diagram?
A tree diagram is a visual way of listing outcomes. You look at the choices for the outcome and the variables that go
with each outcome.
Now lets look at one of these.
Jessica has four different favorite types of ice cream. She loves vanilla crunch, black raspberry, chocolate chip and
1186
www.ck12.org
lemonade. She also loves two different types of cones, a plain cone and a sugar cone. Given these flavors and cones
choices, how many different single scoop ice cream cones can Jessica create?
To solve this problem, we are going to create a tree diagram.
First, we list the choices of ice cream.
Vanilla Crunch
Black Raspberry
Chocolate Chip
Lemonade
Next we add in the two cone types. Each flavor has two possible cone types that it could go on. This is where
the tree diagram part comes in.
Here we have four different flavors, and two types of cones, which means we have 8 possible ice cream cone
options.
Did you notice any patterns here?
If you pay close attention, you can see that the number of choices multiplied by the number of variables gave
us the total number of outcomes.
42=8
This is called the Fundamental Counting Principle and it can be very useful if you dont want to draw an
elaborate diagram to figure out your options!!
Practice finding outcomes. You may draw a tree diagram or use the Fundamental Counting Principle to answer each
question.
Example A
Sarah has three pairs of pants and four shirts. How many different outfits can she create with these choices?
Solution: 12 outfits
1187
12.17. Tree Diagrams
www.ck12.org
Example B
Travis has four different pairs of striped socks and two pairs of sneakers, one red and one blue. How many different
shoe/sock combinations can Travis create?
Solution: 8 combinations
Example C
If there are 33 ice cream flavors and two types of cones, how many different single scoop ice cream cones can you
create?
Now back to the Ferris Wheel.
Maggie, Sarah and Julie are excited to go on the Ferris wheel. There isnt any line, so the friends decide to ride the
Ferris wheel multiple times in a row. It is great! The Ferris wheel stops at the top and they can see all across the
entire park. Sarah spots their teacher Mrs. Hawk and gives a huge wave. The others join in.
Each seat can only hold two people, so the friends take turns sitting with each other. They keep riding the Ferris
wheel until everyone has had a chance to sit with everyone else. After the last ride, they get off the ride, a little dizzy,
but very happy!
Wow that was some time! Maggie says excitedly.
Yes, but my head is still spinning, Julie declares.
As they walk away, Chris comes over. When he asks where they have been, they tell him that they have been riding
the Ferris wheel.
How many times did you ride it? Chris asks.
All three of the friends look at each other. They arent sure. It was so exciting to keep riding that they lost count.
I know we can figure this out mathematically, Maggie says to the others as she starts to count on her fingers.
Thinking about tree diagrams, combinations and permutations, how can Maggie figure this out mathematically?
We could use a tree diagram to figure this out. We could also write out all of the combinations.
When order matters, we know that we are going to be searching for a permutation.
In this combination we have three friends sitting two at a time.
C(3, 2) = 3 2 = 6 possible combinations
That means that the friends rode the Ferris wheel SIX times in a row! Wow! No wonder they were dizzy!
Guided Practice

Evaluate C(9, 4)
Answer
To figure out the possible number of combinations, we simply multiply.
9 4 = 36
1188
www.ck12.org
This is our answer.

Video Review
MEDIA
Khan Academy: Probability (part 3)

Explore More
Directions: Design a tree diagram or use the Fundamental Counting Principle to determine each set of outcomes.
1. Jessica has three skirts and four sweaters. How many possible outfits can she arrange given her clothing?
2. Kim loves ice cream. She has the option of vanilla, chocolate or strawberry ice cream and she has different
toppings to put on her ice cream cone. If she has sprinkles, hot fudge and nuts to choose from, how many different
ice cream cones can she create with those toppings?
3. There are five possible surfboard designs and two possible colors. How many possible surfboards can be created
from these options?
4. Team sweatshirts come in four colors and three sizes. How many sweatshirt outcomes are possible?
5. A diner offers six types of toast with either scrambled or fried eggs. How many breakfast options are there?
6. The same diner is offering a special that adds orange or apple juice with the eggs and toast. How many different
breakfast options are there now?
7. If the diner adds in coffee as a beverage choice with the other options, how many different breakfast options can
you have now?
8. If the diner also adds in a choice of bacon or sausage, how many different breakfast options do you have now?
9. An Italian restaurant offers penne pasta, shells or spaghetti with a choice of vegetable, meat or plain sauce. How
many different pasta dishes are possible given these options?
10. If they also offer a choice of Italian bread or garlic bread, how many options are possible?
11. If they add in the choice of a Caesar salad or a tossed salad, how many meal options are there now?
12. If they offer a choice of ice cream or cheesecake with the meal, how many meal options are there now?
13. The Cubs have 3 games left to play this year. How many different outcomes can there be for the three games?
14. Svetlana tosses a coin 4 times in a row. How many outcomes are there for the 4 tosses?
15. For a new tennis racquet, Danny can choose from 8 different brands, 3 different head sizes, and 4 different grip
sizes. How many different racquet choices does Danny have?
16. Gina tosses a number cube 3 times. How many different outcomes are possible?
1189
12.18. Combinations
www.ck12.org
12.18 Combinations
Here youll learn to find all possible combinations.
Have you ever tried to organize a wardrobe or your closet? Look at this dilemma.
James needs to choose a 2-color combination for his intramural team t-shirts. How many different 2-color combinations can James make out of red, blue, and yellow?
To figure this out, you will need to know about combinations. Pay attention to this Concept and you will be
able to solve this problem by the end of the Concept.
Guidance
When you have a combination, order does not matter. The ice cream cones were a good example. It did not matter
what the order was of the flavors or the cones. We just wanted to know how many different possible cones could be
created.
We can find all of the possible combinations when working with examples.
How do we do that?
We work on figuring out combinations by listing out all of the possible options. Then we eliminate any duplicates
and the number of outcomes left is our answer.
Seth, Keith, Derek and Justin want to go on the bumper cars. They can only ride in pairs. How many different paired
combinations are possible given these parameters?
To start, we list out all possible options beginning with Seth. Seth can ride with Keith Derek or Justin. Keith
can ride with Seth, Derek or Justin. Derek can ride with Seth, Justin or Keith. Justin can ride with Seth,
Derek or Keith.
Here are the possible combinations.
SK
KS
DS
JS
SD
KD
DK
JK
SJ
KJ
DJ
JD
SK
H
KS
H
SD
KD
H
DS
H

DK

JS

JK

SJ
KJ
DJ

JD

Next we cross out any duplicates.
There are six different pair combinations.

What if order had made a difference? What if we had wanted to count each person if they sat in a different
seat? What would have happened then?
That is where our next way of figuring outcomes comes in. It is called permutations.
Find combinations or answer questions about combinations.
1190
www.ck12.org
Example A
Kyle has four different pairs of sneakers. He can only bring two pairs to camp. How many different combinations
can he make?
Example B
How many different combinations can you choose from five colors taken three at a time?
Example C
True or false. In a combination, order makes a difference.

Solution: False. Order does not make a difference in a combination.
James needs to choose a 2-color combination for his intramural team t-shirts. How many different 2-color combinations can James make out of red, blue, and yellow?
One way to find the number of combinations is to make a tree diagram. Here, if red is chosen as one color, that
leaves only blue and yellow for the second color.
The diagram shows all 6 permutations of the 3 colors. But waitsince we are counting COMBINATIONS here
order doesnt matter.
So in this tree diagram we will cross out all outcomes that are repeats. For instance, the first red-blue is no different
from blue-red, so well cross out blue-red.
There are 3 combinations that are not repeats.
1191
12.18. Combinations
www.ck12.org
Guided Practice

The sixth grade class voted on colors for the school flag. The top choices were red, blue, green and yellow. The
students can only choose three colors. How many combinations are possible?
Answer
You can list out all of the options to figure this out.
red, blue, green
red, blue, yellow
red, yellow, green
blue, green, yellow
There are four possible combinations.
Video Review
MEDIA
Khan Academy, Combinations
MEDIA
James Sousa, Combinations

Explore More
Directions: Figure out the possible combinations for each situation or answer questions about combinations.
1. 5 colors taken four at a time
2. 6 colors taken two at a time
3. 6 colors taken four at a time
4. 6 colors taken three at a time
5. 7 dogs walked two at a time
1192
www.ck12.org
6. 7 dogs walked three at a time

7. 7 dogs walked four at a time
8. 7 dogs walked five at a time
9. Look back at the dog problems. Do you see a pattern?
10. 13 ice cream flavors taken two at a time.
11. 13 ice cream flavors taken three at a time.
12. 13 ice cream flavors taken four at a time.
13. 10 children arranged in groups of five
14. 10 children arranged in groups of four
15. 10 children arranged in groups of three
1193
12.19. Permutations
www.ck12.org
12.19 Permutations
Here youll learn to find all possible permutations.
Have you ever tried to organize people for an event? Well, there is a talent show at the amusement park. Take a look.
Kyle and Taylor are in charge of creating an order for the Talent Show. There are 6 boys, 10 girls and 6 adults who
have entered the show.
The order that the students perform in makes a difference, and the boys will all perform together. Then the girls will
perform and finally the adults will perform.
Kyle and Taylor begin with the boys Since there are six boys who are performing and order does make a difference,
how many different arrangements of the order are possible?
Solving this dilemma has to do with something called a permutation. This Concept is all about permutations
and how to figure them out.
Guidance
A permutation is a combination where order makes a difference. In the last section, we didnt care about order. We
just cared about the pairings.
What if we had cared about the order?
If we had cared about order, then SK and KS would be two different things.
We would have counted ALL of the possible combinations and they would be included in our permutation because
order matters.
Lets look at the permutations from the last problem.
SK
KS
DS
JS
SD
KD
DK
JK
SJ
KJ
DJ
JD
Here we have 12 possible outcomes for this permutation.

Is there any easier way to figure this out besides writing out all of the possibilities?
Yes there is. In fact, there is a way to do this using specific notation.
First, we had four boys in pairs. Four taken two at a time, here is our permutation.
P(4, 2)
This tells us that we have four options taken two at a time.
We figure out the permutation by counting down from four two numbers and we multiply them.
43
Notice that we multiply the last two digits in the count up to four. There are two numbers to multiply because the
boys were arranged two at a time. Next we multiply.
4 3 = 12
1194
www.ck12.org
There are 12 possible combinations. That is the same answer that we found by writing things all out.
How many ways can you arrange five swimmers in groups of three?
This time we have groups of 3, so we multiply together the last 3 numbers in the count up to our number of
items. Here is the permutation of 5 taken three at a time.
P(5, 3) = 5 4 3
There are 60 possible combinations.
Practice figuring out the following permutations.
Example A
P(9, 2)
Solution:72
Example B
P(4, 3)
Solution:24
Example C
P(5, 2)
Solution:20
Kyle and Taylor are in charge of creating an order for the Talent Show. There are 6 boys, 10 girls and 6 adults who
have entered the show.
The order that the students perform in makes a difference, and the boys will all perform together. Then the girls will
perform and finally the adults will perform.
Kyle and Taylor begin with the boys Since there are six boys who are performing and order does make a difference,
how many different arrangements of the order are possible?
Kyle takes out a piece of paper and writes this on it.
6 boys
6 5 4 3 2 1 = the number o f possible arrangements
You see, it makes a difference, so we can use a factorial, Kyle explains. Now we will know how many
possible arrangements of sixth graders there are.
6 5 4 3 2 1 = 720
There are 720 possible combinations. Kyle and Taylor probably need to narrow this down a little further
because that is a lot of possible arrangements. They decide to make singers one category. That will help them
with possible combinations.
1195
12.19. Permutations
www.ck12.org
Guided Practice

Evaluate P(8, 3)
Answer
This means that we have eight items taken three at a time. Here is how we can write out this problem.
876
Our answer is 336.
Video Review
MEDIA
Khan Academy, Permutations
MEDIA
James Sousa, Permutations

Explore More
Directions: Figure out the following permutations.

1. P(5, 2)
2. P(6, 3)
3. P(7, 2)
4. P(5, 4)
5. P(7, 3)
6. P(4, 4)
7. P(5, 3)
8. P(8, 4)
9. P(9, 4)
1196
www.ck12.org
10. P(10, 3)
11. P(12, 2)
12. P(9, 3)
13. P(8, 6)
14. P(9, 3)
15. P(10, 3)
1197
12.20. Probability of Independent Events
www.ck12.org
12.20 Probability of Independent Events

Here youll learn to find the probability of independent events occurring.
On the way back from the amusement park, Mrs. Hawk gave her students a survey to fill out. She asked them to
write down the rides that they enjoyed and to explain why they enjoyed them. All of the students had had a terrific
time and riding on the coach bus to and from the amusement park had made everything wonderful!!
Mrs. Hawk collected 25 surveys. While there are 26 students in her class, one of them was ill and did not attend the
trip. While the bus traveled home, Mrs. Hawk reviewed the student answers.
Based on their responses, she could see that the students had really enjoyed this class trip. She noticed that 18
students had enjoyed the roller coaster and 12 students had enjoyed the bumper cars. These were the two most
popular rides. She also noticed that some of the students had enjoyed both of these rides.
Mrs. Hawk wondered what the likelihood was that this would happen. What was the likelihood that a student would
like both the roller coaster and the bumper cars?
Can you figure this out? Both of the events are independent of each other. Therefore, the probability of liking
both rides is independent-one does not depend on the other. In this Concept you will learn how to calculate
the probability of independent events. At the end of this Concept you will be able to figure out the likelihood
of a student liking both the roller coaster and the bumper cars.
Guidance
When we think about probability, we think about the chances or the likelihood that something is going to happen.
Sometimes, one event will happen and then a second event will happen right after that. Think about choosing a
card from a deck of cards. We know that there are 52 cards in a deck, we can choose a card and there is a certain
probability that it will be a red card. Then we can put the card back and choose again. The first outcome of choosing
a card has nothing to do with the second outcome.
These outcomes are called independent events.
An independent event is an event that does not depend on another event to determine its outcome. When we have
1198
www.ck12.org
two independent events, one outcome does not impact the outcome of the second event. Choosing the card from the
deck is a good example of an independent event.
We can calculate the probability of an independent event occurring.
Lets say that I have four tiles flipped face down on a table.
On the side we cant see are different images. Three of them have a sun and one of them has a four leaf clover.
What is the probability of selecting a sun on the first flip?
This is an independent event. Nothing else impacts the outcome except the flip. If there are three suns then we have
a 3 out of 4 chance of flipping a sun.
P=
3
4
We can also have two independent events. The events have nothing to do with each other, and yet we can calculate
the probability of them occurring.
How can we find the probability of two independent events both occurring? Well, first there are a few things that
you need to know. In order for two events to be dependent they cant impact each other.
There are 9 marbles in a bag. There are three blue, three green and three orange. What is the probability of selecting
one blue marble, then putting that one back and selecting one green marble?
First, notice that there are two independent events.
The first is to choose one blue marble.
The next is to choose one green marble.
Also notice that the first marble is put back into the bag before the next one is taken out-this is a key for
independent events!!!
Now lets think about the problem.
What is the probability of choosing a blue one first?
There are 9 marbles and 3 are blue.
3 1
=
9 3
1199
www.ck12.org
What is the probability of choosing a green one next?

There are 9 marbles and 3 are green.
3 1
=
9 3
To find the likelihood of these two independent events occurring, we multiply the two probabilities.
P(B and G) =
1 1 1
=
3 3 9
What about three independent events occurring?

There are 9 marbles in a bag. There are three blue, three green and three orange. What is the probability of selecting
one blue marble, then putting that one back and selecting one green marble, then putting that one back and selecting
one orange marble?
Here we have the same work to do.
What is the probability of choosing a blue one first?
There are 9 marbles and 3 are blue.
3 1
=
9 3
What is the probability of choosing a green one next?
There are 9 marbles and 3 are green.
3 1
=
9 3
What is the probability of choosing an orange one next?
There are 9 marbles and 3 are orange.
3 1
=
9 3
Now we figure out the likelihood of three independent events occurring by multiplying each probability.
P(B, then G, then O) =
1 1 1
1
=
3 3 3 27
There is a very small likelihood that this event will occur.

Now go back to the swimming and golf.
Out of 100 students at Riverview Middle, 50 enjoy swimming. Out of the same 100 students, 25 enjoy golf. What is
the probability that a student would enjoy both swimming and golf?
Lets add to this problem that 40 out of 100 enjoy basketball.
1200
www.ck12.org
What is the likelihood that a student would enjoy all three?
50
100
25
100
40
100
1 1 2

2 4 5
1
2
1
=
4
2
=
5
2
1
=
=
40 20
=
There is a one out of 20 chance that a student would like all three.
We can look at this as a percent too and this will give us an idea of how small the likelihood is.
1
= 5%
20
Practice calculating the likelihood of an independent event using a percent.
Example A
If 6 out of 24 students enjoy opera in a class, what is the probability that a student selected at random from the class
will enjoy the opera?
Solution: 14
Example B
If 4 our of 12 students like Math class the best, what is the probability that a student selected at random from the
class will enjoy Math the best?
Solution: 13
1201
www.ck12.org
Example C
If 5 out of 10 like Drama best, what is this probability?

Solution: 12
Now back to the amusement park.
On the way back from the amusement park, Mrs. Hawk gave her students a survey to fill out. She asked them to
write down the rides that they enjoyed and to explain why they enjoyed them. All of the students had had a terrific
time and riding on the coach bus to and from the amusement park had made everything wonderful!!
Mrs. Hawk collected 25 surveys. While there are 26 students in her class, one of them was ill and did not attend the
trip. While the bus traveled home, Mrs. Hawk reviewed the student answers.
Based on their responses, she could see that the students had really enjoyed this class trip. She noticed that 18
students had enjoyed the roller coaster and 12 students had enjoyed the bumper cars. These were the two most
popular rides. She also noticed that some of the students had enjoyed both of these rides.
Mrs. Hawk wondered what the likelihood was that this would happen. What was the likelihood that a student would
like both the roller coaster and the bumper cars?
First, we have to figure out the probability of each of the independent events.
18 out of 25 students enjoyed the roller coaster.
18
25
12 out of 25 enjoyed the bumper cars.
12
25
This is a tricky problem because the numbers are larger. We can convert each fraction to a decimal and
then multiply the decimals. After doing that, we can convert the decimal to a percent and we will be able to
determine the probability.
18
= .72
25
12
= .48
25
.72 .48 = .3456
We move the decimal point two places to the right and add a percent sign.
34.56 %
The probability that a student would have chosen both the roller coaster and the bumper cars is 34.56 or
approximately 34 12 %.
Guided Practice

1202
www.ck12.org
Out of 100 students at Riverview Middle, 50 enjoy swimming. Out of the same 100 students, 25 enjoy golf. What is
the probability that a student would enjoy both swimming and golf?
To figure this out we have to figure out the probability of each independent event and then multiply them.
50
1
=
100 2
1
25
=
100 4
1 1 1
=
2 4 8
There is a one out of eight chance that this will happen.
Video Review
MEDIA
Khan Academy, Compound Probability of Independent Events

Explore More
Directions: Read the following example and then answer the questions about independent events.
A bag has sixteen marbles in it. There are four of each color. There are four red, four blue, four green and four
yellow.
1. What is the probability of pulling a green marble out of the bag?
2. What is the probability of pulling a yellow or a green marble out of the bag?
1203
www.ck12.org
3. What is the probability of pulling a red marble out of the bag?

4. What is the probability of pulling a red, yellow or green marble out of the bag?
5. What is the probability of not pulling a red marble out of the bag?
6. What is the probability of pulling a green marble, then a red marble out of the bag?
7. What is the probability of pulling a yellow or blue marble out of the bag?
8. What is the probability of pulling a red, then a blue then a yellow out of the bag?
9. If I take out a red marble and a blue marble, what is the probability of pulling a green marble out of the bag?
10. What is the probability that you will pull a red marble out of the bag?
Directions: Now look at the probability fractions that you wrote for 1 -10. Convert each one to a decimal and then a
percent. You may round when necessary.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Summary
Having completed this chapter, students are now finished with this book. Each Concept has provided students with
an opportunity to engage and practice skills in many Concepts including information about equations, functions, and
probability, including writing expressions and equations, solving equations using addition and subtraction, solving
equations using multiplication and division, an introduction to functions and graphing functions, an introduction to
probability, finding outcomes, and understanding the probability of independent events.
1204

CK 12 Middle School Math Concepts Grade 6 B v51 z63 s1

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

CK 12 Middle School Math Concepts Grade 6 B v51 z63 s1

Încărcat de

Drepturi de autor:

Formate disponibile

CK-12 Middle School Math

Say Thanks to the Authors

To access a customizable version of this book, as well as other

CK-12 Foundation is a non-profit organization with a mission to

Number Sense and Variable Expressions

Range of Spread/Dispersion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193

Addition and Subtraction of Decimals

Multiplication and Division of Decimals

Number Patterns and Fractions

Addition and Subtraction of Fractions

Multiplication and Division of Fractions

Products of Mixed Numbers . . . . . . . . . . . . . . . .

Ratios, Proportions, and Percents

10 Geometry and Measurement

Rigid Transformations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1081

12 Equations and Functions

Chapter 1. Number Sense and Variable Expressions

Number Sense and Variable

W HOLE N UMBER A DDITION

W HOLE N UMBER S UBTRACTION

W HOLE N UMBER M ULTIPLICATION

W HOLE N UMBER D IVISION

E STIMATION OF W HOLE N UMBER A DDITION AND S UBTRACTION

E STIMATION OF W HOLE N UMBER M ULTIPLICATION AND D IVISION

W HOLE N UMBER E XPONENTS

VALUES W RITTEN AS P OWERS

E VALUATION AND C OMPARISON OF P OWERS

N UMERICAL E XPRESSION E VALUATION WITH BASIC O PERATIONS

N UMERICAL E XPRESSION E VALUATION WITH G ROUPING S YMBOLS

N UMERICAL E XPRESSION E VALUATION

S INGLE VARIABLE E XPRESSIONS

E XPRESSIONS WITH O NE OR M ORE VARIABLES

W ORDS THAT D ESCRIBE PATTERNS

P ROBLEM -S OLVING M ODELS

G UESS AND C HECK , W ORK BACKWARD

P ROBLEM S OLVING P LAN , M ENTAL M ATH

1.1. Whole Number Addition

1.1 Whole Number Addition

Chapter 1. Number Sense and Variable Expressions

Now lets practice.

56, 321 + 7, 600 =

1.1. Whole Number Addition

203, 890 + 12, 201 =

Chapter 1. Number Sense and Variable Expressions

These videos will help you with adding whole numbers.

Khan Academy Basic Addition

James Sousa Adding Whole Numbers

Directions: Use what you have learned to solve each problem.

1.1. Whole Number Addition

Chapter 1. Number Sense and Variable Expressions

1.2 Whole Number Subtraction

1.2. Whole Number Subtraction

12, 456 237 =

Chapter 1. Number Sense and Variable Expressions

15, 987 492 =

22, 456 18, 297 =

Subtract the following values.

1.2. Whole Number Subtraction

567 - 391 = 176

These videos will help you with subtracting whole numbers.

Khan Academy Basic Subtraction

James Sousa Example of Subtracting Whole Numbers

Subtract the following values.